TABLE OF CONTENTS

PRELIMINARIES PAGES Pages

LETTER TO THE READERS…………………………………………………………I
ACKNOWLEDGEMENT……………………………………………………………..II

THE BODY
INTRODUCTION……………………………………………………………………..1
THE TRAINING AREA……………………………………………………………….2
COMPANY NAME…………………………………………………………………….2
HISTORICAL BACKGROUND / NATURE OF THE BUSINESS…………………..2
DESCRIPTION OF PRODUCT / SERVICES OF THE COMPANY………………….3
TARGET CLIENTELE…………………………………………………………………3
ORGANIZATIONAL STRUCTURE / CHART OF THE COMPANY………………..3
COMPANY RULES AND REGULATIONS…………………………………………..4
SAFETY / PRODUCTION / MAINTENANCE / QUALITY CONTROL /
QUALITY ASSURANCE / CUSTOMER SATISFACTION / HOUSEKEEPING /
HYGIENE AND OTHERS…………………………………………………………..4 – 5

THE TRAINING EXPERIENCE

JOURNAL ENTRY#1………………………………………………………………..6
JOURNAL ENTRY#2………………………………………………………………..7
JOURNAL ENTRY#3………………………………………………………………..8
JOURNAL ENTRY#4………………………………………………………..………9
JOURNAL ENTRY#5………………………………………………………………..10
JOURNAL ENTRY#6…………..……………..……………………………………..11
JOURNAL ENTRY#7………………………………………………………………….11
JOURNAL ENTRY#8………………………………………………………………..12
 JOURNAL ENTRY#9………………………………………………………………..13
JOURNAL ENTRY#10………………………………………………………………14
JOURNAL ENTRY #11………………………………………………………………15
OBSERVATION AND INSIGHTS……………………………………………………16
OVERALL REFLECTION AND SELF-APPRAISAL……………………………17 – 18

APPENDICES
RESUME……………………………………………………………………………..
BIO DATE……………………………………………………………………………
BARANGAY CLEARANCE…………………………………………………………
2 / 23
DAILY TIME RECORD…………………………………………………………….
EVALUATION SHEET……………………………………………………………..
INSURANCE POLICY……………………………………………………………..
CERTIFICATE OF COMPLETION………………………………………………..
LETTER TO THE READERS

Dear Reader

This portfolio highlights my experiences and key learnings from my work immersion at Paso de
Blas National High School. I spent time observing and participating in the daily operations of
the school, gaining a firsthand understanding of the many tasks involved in running a successful
high school. From administrative duties to classroom support, I witnessed the dedication and
diverse roles played by the staff in creating a positive learning environment for students. This
immersion provided invaluable insights into the challenges and rewards of working in education.

The following sections will detail my specific responsibilities and the tasks I undertook. I will
also reflect on the skills I developed, the challenges I overcame, and the overall growth I
experienced during my time at Paso de Blas National High School. My goal is to showcase not
only my contributions but also the valuable lessons learned throughout this enriching and
formative experience. Thank you for taking the time to review my portfolio.

HENRY DELA CRUZ MALASIQUE

ACKNOWLEDGE

I want to say thank you to everyone who helped me during my time at Paso de Blas National
High School. It was a really good experience, and I’m so grateful for the chance to learn and
help out at the school. I learned so much and I’m thankful for the opportunity.

I’m especially thankful to the school leaders for letting me be part of the program. My mentors
and supervisors were incredibly helpful and patient. They taught me many new things and helped
me understand how a high school works. They were always there to answer my questions and
guide me.

I also want to thank all the teachers, staff, and students. Seeing their hard work and how well
they all worked together was really inspiring. They were always willing to share their knowledge
and help me whenever I needed it. They made my time there much easier and more enjoyable.
And finally, a big thank you to my own teachers for their support and encouragement – they
helped make sure my time at Paso de Blas was a success. This whole experience was amazing,
and I appreciate everyone who made it possible. I learned a lot and I’m very grateful.

HENRY DELA CRUZ MALASIQUE

INTRODUCTION

Work immersion is a big part of the K to 12 program. It helps Grade 12 students learn by
doing, not just in the classroom. Students use what they learned in school in a real job, which
helps them learn to adapt and get ready for the real world. They learn important skills like
talking to people, working together, solving problems, and being responsible. They also see how
businesses work and what different jobs are like, which helps them choose a career. It’s
especially helpful for students going into technical or hands-on jobs. They learn about following
rules, meeting deadlines, and working with others. Watching and learning from experienced
people is also really valuable. Many companies see work immersion as a way to find good
employees. In the end, it helps students make good career choices, feel more confident, and
become well-rounded people ready for anything.

My work immersion at Paso de Blas National High School was special because I did two jobs.
Helping students with guidance and working in the school clinic. This let me learn about helping
students and healthcare in a school. The next parts will tell you about my experiences and what I
learned.
THE TRAINING AREA ABOUT THE COMPANY

The work immersion program was conducted in Paso de Blas National high School, located at
0027 Paso De Blas St. TCL. Paso De Blas Valenzuela City

Figure 1.
I. COMPANY NAME
Paso De Blas National High School
 II. HISTORICAL BACKGROUND OF THE BUSINESS/ NATURE OF
THE BUSINESS
Paso de Blas National High School has a long and important history in its community. It started
a long time ago and has grown steadily, becoming a well-known and respected school in the area.
From the beginning, its main goal has been to provide a high-quality education to help students
succeed in college and their future careers. The school is dedicated to creating a supportive and
encouraging learning environment where students can thrive both academically and personally.
It’s always been committed to helping its students grow and reach their full potential.
Throughout its history, the school has adapted to the changing needs of its students and the
community, making sure it continues to be a valuable resource and a place where students can
get a great education. This commitment to improvement and community support is a big part of
what makes Paso de Blas National High School successful.

III. DESCRIPTION OF THE PRODUCTS/ SERVICE OF THE COMPANY

Paso de Blas National High School offers many services to help students succeed. The main
thing is teaching different subjects, making sure that all students get a good education that fits
their needs. But the school does more than just teach classes. They have a strong support system
to help students with their personal and emotional well-being. This includes guidance counselors
who offer individual and group counseling sessions to help students work through challenges and
make good choices. The school is committed to the overall development of each student, not just
their academic progress. They aim to create a supportive environment where students feel
comfortable asking for help and getting the support they need to thrive.

IV. TARGET CLIENTELE

Paso de Blas National High School serves a diverse and vibrant community, extending its
reach beyond its immediate student body. The school’s primary clientele consists of students
residing in Paso de Blas and the surrounding communities, representing a wide range of
backgrounds and experiences. However, the school’s influence extends to the families of these
students, providing support and resources to help them succeed. The dedicated teaching staff are
also integral to the school’s community, working collaboratively to create a positive and
enriching learning environment. Finally, the school actively engages with the wider community,
fostering partnerships and collaborations that benefit both the school and the surrounding area.
This multifaceted approach ensures that Paso de Blas National High School is not merely an
educational institution, but a vital hub for the entire community
V. ORGANIZATION STRUCTURE/ CHART OF THE COMPANY

VI. COMPANY RULES AND REGULATIONS:

•Students must follow the dress code and wear the proper uniform.

•Smoking, alcohol, and illegal substances are strictly prohibited on campus.

•Students must adhere to the code of conduct and avoid any form of bullying.

•The attendance policy is strictly enforced; students must attend classes

regularly and avoid unexcused absences.
 •Teachers and staff must follow professional ethics in education.

THE TRAINING EXPERIENCE

JOURNAL ENTRY #

Jan. 27, 2025/Monday

My first day of work immersion started of tom we cleaned the faculty room wiper down the
cabinets, and then inventoried the items inside, we also dusted everything and swept the floor.
Threw Ma’am Gahol gave us clearbooks and We took a break outside. When we went back
inside, Sir Edward called me to encode the scores for the peta and WRITTEN task we laughed
with the teachers in the faculty room until 12:30PM it was break time, so I went outside with my
work immersion friends and we chatted and laughed after that, it was time for SHS Students to
go home. Ma’am Perlin called us to check the SHS building to see if there were still people
around and if the rooms and restrooms were clean. We went downstairs and sat of our table. We
were just sitting there when Ma’am Anne called us to help her with the students who hadn’t
resumes their cords. We cleared up her mess and threw away the papers. I gave the trash to the
father The Collects bottle and paper. Ma’am Erguiza called us to get the togas, which we brought
to sir Jamel’s office, we went back to the faculty to help Ma’am Arma. Then, we took a short
break. As it was almost time to go home, we checked out with Maam arma and left together at
4pm
. Figure 2. Day 1
JAN. 28, 2025/ Tuesday

My second day of work immersion started at 7 am. My friends and I just sat at our table
because there were no tasks assigned to us yet. The teachers said they would tell us later when
they arrived at 10 am. Sir Edward called me to create a PowerPoint presentation. While I was
working on it, I chatted with the teachers in the faculty room. I finished the presentation at 11:40
am and showed it to Sir Edward. After that, I took a break and we waited for 12 pm to have
lunch. We chatted while eating and then went to the hut to rest. We stayed there until 1 pm and
waited for our next task. At 1:20 pm, we cleaned the computer lab. After we finished cleaning,
we went back to our table and waited. At 2:40 pm, the teachers left for the day, so we were also
dismissed. We waited at the hut for a few minutes before going home
 Figure 3. Day 2

Jan. 30, 2025/ Thursday

My third day of work immersion started at 7 am. Sir Edward called me to check the cards. I
finished checking the cards at 9 am and went back to our table. My friends called me to help
carry and organize the togas. We went to the office to get the togas and brought them to our table.
We separated the large and small ones and counted them. While counting, I started folding them
so we could finish quickly. We put them in their designated containers and finished at 11 am. We
then started cutting ribbons. While cutting, we chatted and finished at 12 pm. Sir Edward asked
me to check some papers. While I was checking the papers, my friends invited me to eat lunch at
12:40 pm. After lunch, I continued checking the papers and finished at 3 pm. We started cutting
ribbons again. While cutting, we cleaned our workspace at 3:30 pm. We took a break, sang songs
at our table, and left at 4 pm.

Figure 4. Day 3

Jan. 31, 2025/ Friday

On my fourth day of work immersion, I arrived at 7 am and waited for my tasks at the table.
Sir Edward called me to check the summative exams. While I was checking, I chatted with my
friends. When I finished, I went to the faculty room and gave the checked exams to Sir Edward.
It was break time, so I asked Ma’am Arma if she had any encoding tasks. She took her laptop
from the faculty room and we encoded in the hut. After we finished, I gave the encoded data to
Ma’am Arma and we took a break.

Figure 5. Day 4

FEB. 3, 2025/ Monday

On my fifth day of work immersion, I arrived at 7 am and had breakfast with my friends at our
table. We waited for our tasks. At 10 am, Sir Edward called me to organize the birth certificates
and check if the names were correct. After I finished, I left the faculty room and went back to our
table to take a break. At 2 pm, Ma’am Sabino instructed us to go around the feeding program. We
went up to the Junior High School building. After we finished, we went back down and took a
break before going home.

Figure 6. Day 5

Feb. 4, 2025/ Tuesday

 At exactly 7:00 am, We cut the ribbons. After a few moments, Ma’am called us to count the
test papers. We took them into the exam room. It took a long time because there were 100 papers
to count. Mary tossed the papers and we counted them. We did this for 40 sections each. We
reached 12:00 pm. We took a break for an hour and rested. After Lee called us again, we took
another break so Ma’am could follow the zip grade paper. It took us a while to cut the paper
because there were around 7,500 papers. We each cut the paper while my friends counted it 60
times. I counted it 60 times too. We reached the end of the day and decided to continue
tomorrow. To speed up the process, we said to continue tomorrow.

Figure 7. Day 6

Feb. 5, 2025/ Wednesday

 I got to school at 6:55 AM. First, I ate breakfast. Then, Ms. Juliet asked me to record the quiz
scores I’d given to Sia and Ramos earlier. After I finished entering the scores, she asked me to
check the portfolios of the Grade 11 students. She teaches three sections, so I had to check and
record portfolios for all three. I finished recording at 3:00 PM. Ms. Juliet let me go home early
because she has more tasks for me tomorrow.

Figure 8. Day 7
Feb. 6, 2025/ Thursday

When I arrived at school, Ms. Juliet taught Izzy and me how to use a publishing program
because we’re making the graduation program. It was fun but challenging because we aren’t very
familiar with laptops, and Ms. Juliet’s laptop was very slow. It took all day to edit the front page
of the graduation program and invitation. We had lunch, and when we came back to continue
editing, Ms. Juliet said we should finish tomorrow. We went to the faculty room and waited for
other tasks. While waiting, I asked Ms. Rona if I could enter her students’ records, and she said
yes. Then it was time to go home.

Figure 9. Day 8
Feb. 7, 2025/ Friday

I arrived late to school at 7:05 AM; the exam had already started. I went upstairs to ask Ms.
Juliet if we could finish editing the graduation program and invitation. She said yes and was
waiting for me. She told me to get the laptop from her cabinet and continue editing. I set up a
table outside the faculty room because we couldn’t go inside due to the exams. Henry and I
struggled to edit the graduates’ names because we didn’t know how to quickly copy and paste
them all without making mistakes. We asked Sir Vibas and Ms. Advincula for a faster way, as it
would take hours to copy and paste each name individually. Sir Vibas showed us a faster method,
but it still took hours. At least we finished the names; that’s all we accomplished today. Ms.
Juliet said we’ll edit the teachers’ list and the messages from school administrators tomorrow.

Figure 10. Day 9

Feb. 8, 2025/ Saturday

It was finally the last day. I arrived at 6:45 but there hasn’t much to do. We asked Ms. Juliet if
he could finish the editing, she agreed. However, there was no wifi, outside the faculty room. So
we waiting for teachers to give us assignment while waiting Ms. Celyn asked me to watch
grade11 during exam

Figure 11. Day 1

2. OBSERVATION AND INSIGHT

My work immersion at Paso de Blas National High School as an encoder gave me a unique
view of how the school runs. I saw firsthand how important accurate record-keeping is for
everything from student information to school events. The fast pace and attention to detail
required helped me improve my typing skills and my ability to work efficiently. I also learned
about the different software and systems the school uses to manage data, which was very
interesting. While my role was mainly behind the scenes, I could see how my work directly
supported teachers, staff, and students. The experience showed me the value of precise data
entry and its importance in a smooth-running school environment. It was a good learning
experience that helped me understand the importance of organization and accuracy in a
professional setting.
3. OVERALL REFLECTION AND SELF- APPRAISAL

My work immersion at Paso de Blas National High School as an encoder was a valuable
experience that taught me a lot. At first, it was challenging. I had to learn new computer
programs and understand the school’s system for keeping student and school records. There was
a lot of information to enter accurately, and I had to learn to type quickly and carefully. Making
even a small mistake could cause problems, so I learned the importance of being precise and
detail-oriented. This was a big change from anything I’d done before, but I gradually got used to
the fast pace and the responsibility of my work.

Even though my job was mostly behind the scenes, I could see how important it was. My
accurate data entry helped teachers, staff, and students. For example, correct student records
were essential for grades, attendance, and other important information. I also learned about
different school programs and activities through the information I processed. This gave me a
broader understanding of how the school worked as a whole. It wasn’t just about typing; it was
about supporting the entire school community.

Working as an encoder also improved my teamwork skills. I worked with a team of other
encoders, and we helped each other out and shared tips. We also worked with other departments
in the school, like the registrar’s office or the guidance counselors. This showed me how
important it is to communicate clearly and work together to achieve a common goal. Everyone’s
job was connected, and we all contributed to the smooth running of the school.

The work wasn’t always easy. There were times when I had to meet tight deadlines with large
amounts of data. This taught me how to manage my time effectively, prioritize tasks, and stay
organized. I also learned how to solve problems independently and ask for help when needed.
These skills are valuable not only for this job but also for any future job I might have.
Overcoming these challenges made me more confident and resilient.

Overall, my work immersion at Paso de Blas National High School was a positive and rewarding
experience. I learned valuable technical skills, like fast and accurate typing, and important soft
skills, like teamwork, communication, and problem-solving. I gained a better understanding of
how a large organization works and the importance of my role in its success. I am grateful for
the opportunity to have contributed to the school and for the lessons I learned during my time
there. This experience has prepared me well for future opportunities.