Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF BULACAN
DISTRICT OF GUIGUINTO
TUKTUKAN ELEMENTARY SCHOOL

MICHAEL ARTHUR DC.

LORENZO
Teacher I
Module 1- deped organizational structure and processes
Required Task 1: Identify the turning points in the history of public education in the Philippines. The pre-
colonial era and the Spanish colonial period are already done for you

Stages of Development Events (What are the educational Implications (How does this affect
(What are the different time developments brought by this the succeeding public education
periods identified in the time/period?) system?)
article?)

Pre-colonial Period Education was informal, Essential learning was prioritized

unstructured, and devoid of during this period.
methods. Children were provided
more vocational training and less
academics (3Rs) by their parents
and in the houses of tribal tutors

Spanish Colonial Period The tribal tutors were replaced by Formalization of education with
the Spanish missionaries. defined administration and
management by the Spanish
Education was religion oriented.
colonial government.
It was for the elite, especially in
the early years of Spanish
colonization. Access to education
by the Filipinos was later
liberalized through the enactment
of the Educational Decree of 1863.
Education during that period was
inadequate, suppressed, and
controlled

American Colonial Rule During the American time, free English was used as the main
public schools were opened, and language for teaching in all public
English was used in teaching. schools.
American teachers came to help
teach and build schools. The
University of the Philippines was
started. These changes helped
more people go to school and
learn.

Contemporary Society In the Third Republic, education in These changes made education
(Third Republic-Present) the Philippines has improved with more accessible and useful for
the addition of the K–12 program, students.
creation of CHED and TESDA,
and better access for more
students. The focus shifted to
practical skills and technology,
with better teacher training and
online learning. The government
also partners with private groups
to improve schools and resources.
Required Task : Reflection Questions
Answer the following reflection questions below based on the excerpts.
1. What educational practices observed in the historical stages of development are the foundational
elements of education in the Philippines .

Based on history, education in the Philippines has become a part of the people's culture. Schools are
either private, run by individuals, companies or religious groups, or public, run by the government. In
some private schools like Catholic Schools runs by the diocese or religious groups, Religious Education,
Catechism were mandatory and part of the curriculum unlike public schools were Catechism and Bible
Studies are optional.
2. Which turning point in the history of the public education system has huge implications in the
development of the Department of Education?
The American period was a big change in Philippine education. Free public schools were opened,
English was used for teaching, and lessons became more organized. This became the start of today’s
Department of Education.

3. What are the implications of the trifocalization of education in the administration and management of
education in the Philippines?
Trifocalization focuses on three areas: basic education, vocational training, and higher education. It aims
to provide free and universal basic education for all children.
Required Task : Writing Task Answer the following questions. You may answer each item in 4-7 sentences.
[Link] part of the DepEd, how can you contribute to successfully implement programs of the Department and
carry out its purpose and objectives? Give specific ways and examples.
As a member of DepEd, I will ensure that my learners receive clear and effective lessons. I will also make sure
that all policies, plans, programs, and projects are properly followed and regularly monitored to achieve the best
learning outcomes. My goal is to create a supportive and well-organized learning environment for all my
learners.
2. RA No. 9155 states that “the school shall be the heart of the formal education system.” How does this
statement relate to you as a teacher and as a part of a larger organizational landscape?
As a teacher, this means the school is the heart of learning, and both teachers and the school must work together
to provide the best education for every student. We should create lessons that help students grow and face future
challenges. To do this, teachers must keep improving and follow school rules to provide quality education.

3. Write down the best practices being implemented in your school that align with the provisions stated in RA
No. 9155. Share it with your mentor/colleagues.

Our School Best Practices:

1. Continuous professional development
2. Regular monitoring of programs and student progress
3. Conduct of Home visitation to pupils at risks
4. Ongoing training for teachers and staff
5. Teamwork among school staff to improve learning
6. Policies that ensure quality and inclusive education
7. Transparent use of school resources and funds
Preliminary Activity: KWL Chart Complete the chart below. List down the things you already know about the
DepEd management structure on the first column. On the second column, list down the things that you want to
know about the DepEd organizational structures. Finally, synthesize your new understanding after this session
by listing down things you learned about the DepEd Organizational Structures.

KNOW WANT LEARNED

(What you Know) (What you want to know) (What you have learned after
the session)

● DepEd is organized by the ● Why are three different ● I have learned that
two structures: government agencies— DepEd’s proper structure is
DepEd, CHED, and essential for the education
a) Central Office
TESDA—responsible for system to work smoothly.
b.) Field Office managing different levels It helps organize tasks,
of education instead of just manage resources, and
ensure quality education.

Key Topic 1: The DepEd Management Structure

Required Task 1: Policy Reading
1. Why is there a need to rationalize and restructure the Department of Education?
Answer: Restructuring the Department of Education is needed to improve schools and meet society’s changing
needs. It helps the department address new challenges and ensure quality education for all students.
2. In what ways can the restructured DepEd, through the Rationalization Program, help you as a DepEd
personnel and a public-school teacher?
Answer: This guide helps teachers follow up-to-date teaching standards and methods that address the needs of
today’s students. It also offers practical strategies to make their work easier and more efficient, allowing them
to focus on improving student learning and creating a better classroom environment

Required Task 2: Identification Read the following scenarios and determine what particular DepEd
organizational strand promotes and/or helps address the following scenarios.

Scenario Answers Feedback

Teacher Jeanne is a “teacher to the Curriculum and Instruction The Curriculum and Instruction
barrio” who is dedicated to strand supports Teacher Jeanne by
- This strand ensures that the
providing basic education to the providing flexible teaching
organization focuses on the
pupils in a geographically isolated modules and materials designed
delivery of a relevant,
community in her province. She for remote and diverse learning
responsive, and effective
was deployed to educate the pupils environments. It ensures that
basic education curriculum
with a parallel module to that of education is accessible and
around which all other
formal elementary education but in effective, even in isolated or
strands and offices provide
a relatively informal setting and informal settings like hers. This
support.
schedule helps Teacher Jeanne overcome
the challenges of teaching in a
geographically isolated
community.
 Teacher Jonnalyn is a permanent Finance and Administration Teacher Jonnalyn’s financial
teacher who is facing financial issues can be addressed through
This strand ensures the efficiency
challenges. Once her prior loans financial counseling and literacy
to support the organization as a
were paid, she directly proceeds to programs. The office may also
whole to focus on its core business
take out another loan. The cycle of offer low-interest loans or
and thus attain its targets through
financial debt goes on. assistance programs to help her
the provision of finance and
manage debt responsibly.
administrative services.

Teacher Arvin, the school’s The Curriculum and Instruction Teacher Arvin's concern can guide
basketball coach, focused not only strand of DepEd is responsible for the DepEd Curriculum and
on the psychomotor skills of his ensuring quality and effective Instruction strand in creating
players but also on the learning. It is the best office to programs that address student
development of mental discipline address Teacher Arvin’s concern, needs without affecting class
and social values through after- as it handles issues related to schedules or teacher availability.
school sports programs curriculum, teaching strategies,
and learning outcomes.

Teacher Edith thinks she is The Legal and Legislative Affairs In promotion process, Teacher
qualified for a promotion as a strand of DepEd is best suited to Edith and other teachers should be
Master Teacher. She submits all of help Teacher Edith, as it handles informed about the needed
her requirements and waits for the legal concerns and supports documents and qualifications. The
results. But she lacks the required education-related policies. Legal and Legislative Affairs
number of units for her Master’s strand can help by giving a
degree. checklist or holding orientations to
guide teachers and avoid
confusion.

Nanette is teaching in a low-lying The Office of the Secretary (OSec) Before canceling class because of
school. One day, during a heavy provides overall leadership and heavy rain, Teacher Nannete
rainfall, she was advised of class direction at the national level. should wait for an official order
cancellations and calmly assessed Attached and support agencies to from the government or the DepEd
the situation before she directed DepEd are included under the Office of the Secretary. She should
the class to go home. OSec. also make sure her students are
safe and stay with them during bad
weather.

Session 3: The DepEd Regional Office and Schools Division Offices

Required Task 1: Identification
Function Answer Feedback
To ensure access, promote equity, Governance and Operations Governance and Operations is the
and improve the quality of basic strand that ensures the capacity of
education in the regions and the the organization to continuously
school’s divisions by taking the improve and be strategic in
lead in policy and direction managing the environment for
setting, standard-setting and which “teaching and learning”
enforcement, partnership building, takes place.
and networking with stakeholders
of education, and by effectively
and efficiently managing the
financial, human, and physical
resources of the region
To ensure full implementation of Curriculum and Instruction Curriculum and Instruction is the
the articulated basic education strand that ensures that the
curriculum (pre-school, organization focuses on the
elementary, secondary, ALS), its delivery of a relevant, responsive,
localization/indigenization, and and effective basic education
increase access to quality and curriculum around which all other
varied learning resources towards strands and offices provide
improvement in the quality support.
learning outcomes.
To support the delivery of basic Finance Finance is the strand that ensures
education programs, projects, and the efficiency to support the
needed resources to the school’s organization as a whole to focus
divisions in order to create an on its core business and thus attain
environment conducive to learning its targets through the provision of
and ensure learner readiness to finance and administrative
learn through: School Health and services.
Nutrition, Education Facilities,
and Program & Services (DRRM,
School Sports, Guidance &
Counselling)
To coordinate and integrate the Field Technical Assistance Field Technical Assistance is the
provision of technical assistance strand that ensures the capacity of
(TA) to schools’ divisions with the the organization to continuously
purpose of facilitating the delivery improve and be strategic in
of quality basic education and managing the environment for
creating an enabling environment which “teaching and learning”
for schools and learning centers. takes place.
To ensure compliance with Policy, Planning & Research Policy, Planning & Research is the
standards of quality basic strand that ensures that the region
education by assessing, and school divisions are meeting
monitoring, and evaluating the fundamental education
region and school’s division requirements by assessing,
performances to inform decision monitoring, and evaluating their
making and guide policy performance in order to inform
directions in the region toward decision-making and lead policy
continuous improvement. directions in the region toward
continual development.

To facilitate the implementation of Policy, Planning & Research Policy, Planning, and Research is
education plans, policies, and the strand that conducts research
standards in all areas of basic studies and maintains Regional
education in the region through the Education Planning and Data
conduct of research studies and Management Systems to help the
maintenance of Regional region implement education plans,
Education Planning and Data policies, and standards in all areas
Management Systems. of basic education.
To ensure competent personnel Human Resource Development Human Resource Development is
and staff in the regional and the strand that ensures competent
schools division offices through personnel and staff in regional and
efficient and effective training school division offices by
towards professional competencies providing efficient and effective
and organizational performance. training to improve professional
competencies and organizational
performance.
To provide the regional office with Administrative Personnel, records, reception of
 efficient, economical and effective mail, supplies, equipment,
services relating to personnel, collection, disbursement, security
records, receipt of correspondence, and custody of property, and
supplies, equipment, collection, reportorial duties to oversight
disbursement, security and custody authorities are all covered by the
of property, and reportorial work administrative strand.
to oversight agencies.
To provide advice to the Regional Finance Finance is the department that
Director on the financial resource advises the Regional Director on
of the region and provide services the region's financial resources and
in budgeting, accounting, provides budgeting, accounting,
reporting, and coordinating with reporting, and coordination with
government oversight agencies. government oversight bodies.

Key Topic 3: The Schools Division Office (SDO)

Required Task 2: Scenario Analysis Read each statement. Write CID if the scenario/concern is Curriculum
Implementation Division-related or SGOD if it is Schools Governance Operations Division-related.

Question Answer Feedback

Teacher Alyssa conducted and SGOD SGOD because it involves
finished writing her action planning and research, which
research in the conduct of their support effective school
Continuous Improvement Plan management.
(CIP) in eradicating the number of
non-numerates in their school. She
submitted it to the SDO for
assessment
Teacher April is having a hard SGOD It was placed under SGOD
time managing her class because because it involves training and
her schedule is in the last period support from Human Resource
before class dismissal. She then Development to improve staff
seeks help from the head teacher skills and performance.
and colleagues for some advice.
Upon learning about Teacher
April’s struggles, the head teacher
found it necessary to provide a
classroom management training
for teachers
Teacher Michael is the schools’ SGOD SGOD because it involves
DRRM Coordinator. He prepares educational facilities, which are
and submits situation reports to the part of SGOD’s role in managing,
SDO on any hazard affecting the planning, and maintaining safe and
school operations such as flood, effective school environments.
conflict, fire, among others, and
provides realtime updates to the
SDO.
Teacher Angel, an English teacher, CID Classroom observations and
seeks help through setting a instructional improvement are part
preconference meeting with her of curriculum implementation.
Department Head for her
upcoming classroom observation.
She wants to know the best ways
on how she can employ the
indicators required in the
 Classroom Observation Tool
(COT).
Teacher Melvin is assigned as the CID CID because it involves direct
Room Examiner in the conduct of supervision of teaching. CID is in
the National Achievement Test. charge of helping teachers
He checks if the Room Examiners improve how they teach and
adhere to the instructions in the making sure the lessons follow the
Examiner’s Handbook curriculum properly.

Optional Task: Reflection Reflect and answer the following questions:

1. What is the relevance of knowing the DepEd organizational structure and school processes to the
performance of your duties as a teacher?

Understanding the DepEd structure and school processes helps me know how the education system works,
follow proper procedures, and align with school goals. It improves my communication and teamwork with
others and helps me access resources to enhance my teaching, allowing me to perform better and support
student success.

2. Why should a teacher know who to approach in addressing concerns related to his or her duties

Knowing the right person or office to approach for concerns helps me address issues quickly and accurately.
This ensures that my concerns are handled by those with the proper authority and expertise, allowing me to
perform my duties more efficiently. It promotes better communication and teamwork, so I can focus on teaching
and supporting a positive learning environment.

Session 4: The School Structure

Required Task 1: Policy Reading Read through the DepEd Order No. 19, s. 2016 on Guidelines on the
Organizational Structures and Staffing Patterns of Standalone and Integrated Public Senior High School (SHS)
and read the following scenarios to identify the services provided and its function in the schools and learning
centers. Determine the teaching or the non-teaching staff who does the service portrayed.

Scenario Answer Feedback

Teacher Leo creates activities to Librarian/LRMDS Coordinator The librarian or LRMDS
make sure that learners and Coordinator manages learning
teachers access the place where materials, makes sure teachers and
reading materials and learning students can use them, sets
resources are kept. He also crafts a schedules for library visits, and
schedule of the classes that could works with school leaders to get
visit the place. He coordinates and take care of the resources.
with the School Head for the
selection, acquisition,
organization, and maintenance of
reference and reading materials.
Teacher Lorrine is handling a case Guidance Counselor The scenario highlights the
of some Grade 7 learners who Guidance Counselor's role in
were caught cheating by their handling student misconduct by
adviser. She calls the attention of promoting honesty, addressing the
the parents and reports to them issue with both students and
what the learners did. Since it is parents, and providing proper
the first incident, the learners are guidance.
reprimanded and reminded of the
importance of honesty and of not
 cheating.
Teacher Steffi is conducting a Subject/Learning Area The scenario reflects the role of a
career guidance and advocacy Coordinator/ Department Head Subject/Learning Area
seminar to Grade 12 learners Coordinator or Department Head
focusing on the four exits in planning and leading academic
envisioned for SHS graduates— programs, supporting teachers, and
namely, higher education, organizing activities that enhance
entrepreneurship, employment, or student learning and development.
middle-level skills development.
Afterward, she gives them a
survey to answer on what they
plan for their career development
after SHS.
Mark Anthony is preparing a Administrative Officer The scenario shows the
budget plan for the continuous Administrative Officer’s role in
improvement of the school for the managing school finances by
month of August. He is also preparing budget plans and
preparing the financial report for financial reports for the School
the month of July. Both reports are Head’s approval.
subject to the approval of the
School Head
Miss Rhea prepares the receipt, Property Custodian Miss Rhea’s duties of handling
issuance, maintenance, and supplies, keeping inventory, and
safekeeping of supplies, materials, maintaining school properties are
and equipment and other the key responsibilities of a
properties and facilities of the Property Custodian, ensuring
school. She also conducts and proper tracking and reporting to
maintains the inventory of the School Head.
properties and prepares the
required reports for the School
Head’s reference.

Key Topic 5: School-based Management (SBM)

Required Task 2: Scenario Analysis To foster harmonious relationships with the wider school community, it is
important to involve learners, parents, and other stakeholders in identifying and resolving issues and concerns in
the school community. Discuss how you can help in each scenario and involve some key personnel who can
help you resolve the following challenges.

Scenario 1 Teacher Lozano, the mother of one of your advisory students, visited you in the school because of a
bullying incident that you are not aware of. She was very angry and disappointed about what happened because
the incident was not addressed and resolved properly. Her daughter is still afraid and decided not to go to school
that day. The incident happened during science time because the teacher was late to enter the class. You also
had other classes to attend to and had no chance to meet your advisory class during that time. Who should you
seek help to?
Answer: If I were Teacher Lozano, I would begin by attentively listening to the parent’s concerns to fully
understand the situation. I would then speak with the science teacher to clarify the events that occurred during
the class. Afterward, I would seek assistance from the Guidance Counselor to follow the proper steps in
disciplining the students involved. I would also inform the School Head to guarantee that the matter is taken
seriously and that supervision is improved. Lastly, I would keep the parents informed to reassure them that their
child’s safety is a top priority.
Scenario 2 Teacher Mary Ann, a fellow teacher whom you consider a friend, messaged you on Facebook and
told you that she will be absent tomorrow. She asked you to substitute all her five classes. Without letting you
respond, she already sent you the learning materials for her lessons tomorrow. However, you also have classes
to attend and your learners are expecting to deliver a performance task that they prepared for. What are you
going to do as a colleague and who should you direct her to?

Answer: I would quickly reply to Teacher Mary Ann to confirm I received her message and explain that I
cannot cover all her classes due to my own teaching responsibilities. I would advise her to inform the School
Head or Master Teacher so they can arrange a proper substitute. This ensures fair workload distribution and
smooth class management.

Scenario 3 Lito, the class president of your advisory class, was elected as the president of the Supreme Student
Government (SSG). After three months, his subject teachers are having trouble with his class standing because
of his frequent absences and non-submission of required written and performance tasks. Lito is getting
overwhelmed with the various school activities he manages. What are you going to do as the adviser?

Answer: As the adviser, I would meet with Lito to discuss his challenges and help him prioritize his
responsibilities. I would encourage him to communicate with his teachers for support and work with the SSG
adviser and school officials to provide guidance. This approach will help him balance his leadership role with
his academic requirements.

Session 5: Common/Standardized School Forms

Key Topic 1: Adoption of School Forms and Standardization of Permanent Records Required Task 1:
Preliminary Activity Let us find out how familiar you are with school forms. Rate your level of familiarity with
the school forms listed. Tick/ check your response. Choose only one answer.

School Form (SF) 1 – School Register

SF2 – Daily Attendance Report of Learners
SF3 – Books Issued and Returned
SF4 – Monthly Learner’s Movement and Attendance
SF5– Report on Promotion and Learning Progress and Achievement
SF5A– End of Semester and School Year Learner Status
SF5B– List of Learners with Complete SHS Requirements SHS
SF6 – Summarized Report on Promotion
SF7 – School Personnel and Assignment List and Basic Profile ES, JHS, SHS
SF8 – Learner’s Basic Health and Nutrition Report,
SF9 – Learner’s Progress Report Card
SF10 – Learner’s Permanent Record

Key Topic 2: The K to 12 and the New Standardized School Forms

Required Task 2: Reading Read DO 58, s. 2017 – Adoption of New School Forms for Kindergarten, Senior
High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records.
(URL, hyperlink)
READ ONLY

Key Topic 3: School Forms

Required Task 3: Scenario Analysis Identify the school forms to be utilized in the following situations.
SITUATION ANSWER FEEDBACK
Teacher Joanne is a newly hired SF 3
SF3 provides a record of books
substitute teacher. She received a and instructional materials
letter that a school stakeholder distributed to and returned by
would like to know what reading learners. It is used to monitor
materials are needed in her class. inventory and identify any
 In order to identify the learning
shortages or lack of learning
areas which have limited books, resources.
what school form shall she
consult?
Mrs. Anne, a parent, came to SF2 As evidence to support the
Teacher Danica, a teacher-adviser, remarks given on the student’s
complaining for the remarks given SF10, Teacher Danica can present
in the report card (SF10), “It the SF2, which is the learners’
would be helpful if you come to daily attendance and serves as
school on a regular basis,” the evidence of presence or absence in
parent complained that her child class.
never got absent from class. What
school form should you refer to as
an evidence to support the remarks
on SF10?
Teacher Nico is having trouble in SF8 To convince a stakeholder,
finding school stakeholders that Teacher Nico should provide SF8,
could help her class in the feeding which includes the BMI records of
program. The majority of her your students. This document
learners have a Body Mass Index helps determine which learners
(BMI) outside the healthy range. require nutritional assistance and
What school form informed her are eligible for the feeding
about this? program.
Parents need to be regularly SF9 SF9 is the report card given to
informed of their child’s academic learners on a regular basis to keep
achievement but you failed to parents informed about their
inform them. What school form academic progress.
was not properly issued?
Jeanne Therese, a Grade 4 student, SF2 Since the incident happened
was accidentally hit by a car outside of school, you are not
outside the school during class responsible for the student.
hour. You were given a complaint However, you should provide the
of negligence on your part as a SF2 attendance record to show
teacher. You explained that the that the student was absent on that
child was absent in class that day. day.
What school form would support
your testimony?

Required Task 4: Scanning Files Indicate which of the forms shown in the table below need/require the listed
data by putting a tick in the appropriate columns.
Optional Task: A. Teacher Rose Ann is a facilitator in the Alternative Learning System (ALS) in their school.
She was told by the School Head to prepare the needed reports written on the table. Identify the forms that need
to be prepared.
Reports Needed ANSWER FEEDBACK
Official lists of learners enrolled in AF3 A record of learners who are
ALS officially enrolled in ALS classes
and their individual assessment
status at the end of the program for
the calendar year.
Basic information of individuals AF2 A basic information sheet of
who signified interest to enroll in individuals who signified interest
ALS to enroll in ALS Program

Record of learners after the AF1 A list of potential ALS learners

mapping activity done in identified during the mapping
community activities

Report of learners’ learning AF5 A record of learners’ basic

progress personal profile and learning
performance

List of candidates qualified to take AF4 A list of candidates qualified to

the Accreditation & Equivalency take the A & E accreditation and
Test equivalency exam.

B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you have gray
areas, you may seek the help of your mentor or any member of the School Forms Review Team (SFRT). Write
your new learnings about school forms in bullet points.
● These are the following school forms - SF1-Basic information of learners SF2 – Daily Attendance
Report of Learners SF3 – Books Issued and Returned SF4 – Monthly Learner’s Movement and
Attendance– Report on Promotion and Learning Progress and Achievement– End of Semester and
School Year Learner Status– List of Learners with Complete SHS Requirements SHS SF6 –
Summarized Report on Promotion– School Personnel and Assignment List and Basic Profile ES, JHS,
SHS SF8 – Learner’s Basic Health and Nutrition Report, SF9 – Learner’s Progress Report Card SF10 –
Learner’s Permanent Record
● These are the following ALS Form- AF3 refers to a record of learners who are officially enrolled in ALS
classes AF2 refers to a Basic information sheet of individuals who signified interest to enroll in ALS
AF1 is refers a to list of mapped learners AF5 refer to a learners progress and permanent record AF4
refers to List of candidates qualified to take the A & E Test
● School forms help teachers collect important student information like attendance and performance,
guiding decisions and supporting needs. They also serve as official records for incidents and are useful
for surveys and gathering feedback to improve school programs.

Session 6: Preparation and Checking of School Forms Optional Task: Preliminary Activity With your
knowledge of the school forms being prepared by the advisers, key personnel, and the school head, describe
how you can be accountable, reliable, efficient, and accurate as a teacher and as one who handles, prepares, and
checks data.

Accountability- I take responsibility for handling and Reliability- I must ensure that the data I provide is
submitting school forms correctly and on time. I reliable, accurate, and consistent across all school
make sure all the information I provide is true and forms. This means carefully checking the information
complete because it affects students and the school. before submitting it to avoid errors or discrepancies.
Providing trustworthy data is important because it
helps the school make informed decisions and
 maintains the integrity of student records.
Efficiency- I ensure school forms are well-organized, Accuracy- I must provide accurate data that clearly
formulas are correct, and data is accurate to keep represents the required information on the school
information clear and reliable. form. This ensures that records are reliable and useful
for decision-making and monitoring student progress.
Providing correct information helps maintain the
integrity of school documents and supports clear
communication among all stakeholders.

Key Topic 1: Preparation and Checking of School Forms

Required Task 1: Reading Read DO 11, s.2018 – Guidelines on the Preparation and Checking of School
Forms.
Required Task 2: True or False. Write TRUE if the statement is correct and FALSE if incorrect. If FALSE,
determine the reason/s why the statement is incorrect.
Questions Answer Feedback
Teacher Jopay, a Grade 1 teacher, FALSE Attaching proper documentation
prepared 2 copies of SF10-ES ensures that the SF10 is complete,
without attaching any documents credible, and can be used
for the checking of her forms. confidently for school transfers or
official evaluations.
Teacher Rochelle, a Grade 7 class FALSE The SF10 serves as the learner’s
adviser, could not encode the permanent record, while absences
SF10-JHS of one of her learners should be documented in the SF2
because of the absence of SF10- – Daily Attendance Report of
ES as the attachment. Learners.
Aira finished the Grade 8 level and FALSE Since Aira remains in the same
would like to continue her studies school, her SF10 doesn't need to
in the same school. She asked for be transferred and will be updated
her SF10 and would like to submit internally.
it to her soon-to-be adviser.
Che-che transferred out to FALSE The SF10 should be transferred
continue Grade 11 to another between schools directly.
school, she needs to bring a
photocopy of her SF10.
Upon the receipt of the written TRUE
request, Teacher Mia, the
designated record-keeper of the
school, prepared the pertinent
documents of the learner and sent
it to the requesting school

Key Topic 2: Forms to be accomplished by the Class Adviser

Required Task 2: Interview Conduct an interview with at least two teachers who have been in the profession for
five years or more and ask what they think, feel, and do before, during, and after reading and checking the
forms. Write your findings in bullet form.
BEFORE DURING AFTER
THINK The forms are complete Is all the information consistent and Recheck the forms
and correct. properly filled out?
FEEL Ready and focusedx1 Focus and attentive relieve
DO Review any instructions Mark or note any errors or Submit the checked forms to
or guidelines incomplete sections. the appropriate office.
beforehand.
Required Task 3: Quiz True or False. Indicate whether the following statements are true or false.

STATEMENT ANSWER FEEDBACK

At the end of the school year, a False The SF10 (Learner’s Permanent
kindergarten teacher will prepare a Academic Record) is prepared
report on learners’ progress to starting in Grade 1 and serves as
inform parents using SF10. the official record of a learner’s
academic progress throughout
basic education.
Information in the SF1 is TRUE The SF1 (School Register) must
consistent with what is written in accurately reflect the learner’s
the Birth Certificate. Birth Certificate to ensure correct
and consistent official records.
The List of Graduates and TRUE The List of Graduates and
documents/ reports in relation to supporting documents, such as
the ranking of honors shall be honors ranking, must be properly
prepared and checked. prepared and verified to ensure
accuracy and fairness.
The learner’s academic records FALSE The basis should be the SF1
shall be the basis of the adviser for (School Register), as it is the
enrolling or validating the said official record of enrolled learners.
learner in the LIS.
SF 2 is the official enrollment list FALSE The reference should be SF1
of the class and shall be used as which refers to School Register
reference in any other reporting
that requires the list of officially
enrolled learners

Module 2 – Relevant Laws for Teacher

Session 1: Magna Carta for Public School Teachers

Required Task 1: Policy Reading Read the Magna Carta for Public School Teachers. Write down portions in
the document that you think might be helpful as you practice your profession or those that you would like more
elaborations or clarifications on. Discuss them with your mentor. You may use the format below. An example is
provided for you.
Topic and Page number Queries Input/Response from the Mentor/s
or from the LAC session
Section 11, page __ Provision for Could I be in the same school as Whenever possible, married
Married Teachers my husband/ first degree family teachers are assigned to the same
member? locality as their spouse, but not
necessarily to the same school.
Section 10. ,No Discrimination If a teacher feels discriminated A teacher who feels discriminated
against, what is the proper against may file a grievance
grievance process? through the school head, and
elevate it to higher offices or the
Civil Service Commission if
unresolved.
Section 13, Teaching Hours If a teacher teaches fewer than six Teachers should teach no more
hours, can the school require them than six hours a day, with the
to take on extra non-teaching remaining time for preparation and
duties? related tasks. If needed, they may
teach up to eight hours, but must
receive additional pay equal to
 their regular rate plus at least 25%
of their basic salary.

Required Task 2: Case Study Read the following cases with your mentor. Use the Magna Carta for Public
School Teacher as a tool to navigate and solve the problems in the given scenario.
Scenarios Issues and concern Related Provisions in the How should the matter
Magna Carta be properly resolved?
Scenario 1: Teacher Ana The case shows a conflict Sec. 8. Safeguards in The principal should
is a Science teacher in a between traditional and Disciplinary Procedure. encourage constructive
Senior High School and progressive teaching (D. The right to appeal discussions among
has been very active in methods. It raises to clearly designated teachers to build
fostering a variety of concerns about Teacher authorities. ) teamwork, mutual
learning strategies to Ana’s academic freedom respect, and a positive
engage her learners in to use strategies suited to Section 10: Teachers school culture.
learning their topics. She her learners’ needs. It have the right to
would mostly ask her also highlights the need academic freedom in Respect Teacher Ana’s
learners to do outdoor for professional respect, choosing appropriate academic freedom and
activities, explore the as older colleagues methods, provided they allow her to justify that
surroundings and come should not impose their meet curriculum her methods are aligned
up with hypotheses views on others. standards. with DepEd’s learner-
related to their topic. centered curriculum.
Teacher Jurado, the 53-
yearold Grade Level
Chair, found this
teaching technique of
Teacher Ana Castro quite
disturbing since he
believed that Science
could be better learned
through experiments
within laboratories and
paper-and-pencil exams.
He raised this concern to
the principal and has
asked Teacher Castro to
explain her side of the
matter
Scenario 2: Teacher The concern in this Section 10: Teachers Academic freedom gives
Connie was a newly- scenario is the seasoned have the right to teachers the right to
assigned English public teacher’s neglect of her academic freedom in choose methods and
school teacher in Mataas responsibilities, leaving choosing appropriate strategies that support
na Nayon High School, students unsupervised methods, provided they learning, but it does not
and as she started to and distracted while she meet curriculum excuse neglect of duties
adapt in the new setting uses her phone. This poor standards. or poor classroom
of the school, she noticed classroom management management. In this
something in one of the disrupts not only her own case, the seasoned
more seasoned teachers students’ learning but teacher misused the
in the same department also Teacher Connie’s concept to justify
whose classroom is just class irresponsibility, which is
next to her. Most of the a false application of
time, she would observe academic freedom.
the teacher to be giving
short discussions among
her learners and would
leave them to do their
own thing while she also
sat on the teacher’s chair
scrolling her phone, not
minding how the class is
misbehaving. In turn, this
would affect the class of
Teacher Connie as the
learners in the next
classroom would tend to
be noisy. When she could
no longer keep her
frustration, she went to
the classroom of her
coteacher and gently
confronted her about the
situation. Then, the other
teacher answered, “Well,
this is how I wanted to
teach, I have the
academic freedom to
utilize my time no matter
how I want it. You
should try it, too” and
left Teacher Connie
dumbfounded.
Scenario 3: Teacher Teacher Antonio, an Sec. 12. Academic Teacher Antonio has the
Antonio is an Araling Araling Panlipunan Freedom. right to academic
Panlipunan Teacher in teacher for five years, is Sec. 24. Study Leave freedom, and the
public high school for 5 completing his Master’s principal should support
years. He is taking up his in Demographics. He his request and provide
Master’s Degree in plans to finish his thesis, the needed documents
Demographics and now apply for a Study Leave since it will also benefit
in his final year to finish Allowance, and has the school.
the program. He would informed the principal,
only need to complete his believing it will also
Thesis Study to fully benefit the school.
graduate from the
program. He asked to set
an appointment with the
regent of the university
to enroll himself for the
final term thinking that
he will be given the
Study Leave Allowance
by the school. The next
day, he talked with the
principal about his plans,
and how he thinks his
study will also help the
school in the long run.
Scenario 4: Teacher The main issue is that Sec. 27. Freedom to Public school teachers
Sareemah moved from Teacher Sareemah’s Organize. can freely join any
Mindanao to Pampanga teaching schedule organization to protect
and was successfully conflicts with her their interests. Teacher
employed to teach in a religious practices, Sareemah should inform
public school. Rooted in especially her midday her Principal and Grade
her Islam culture and (Dhuhr) prayer. This Level Coordinator and
tradition, Teacher makes it hard for her to request that her religious
Sareemah wishes to follow her faith, beliefs be considered in
practice her customs as a including wearing the her schedule.
Muslim, like not eating hijab and other Islamic
pork, wearing her hijab customs, and shows the
when going to school, need for respect, fairness,
and praying five times a and inclusivity at school.
day. However, at the
beginning of the school
year, she realized that the
Grade Level Coordinator
gave her a class schedule
that conflicts with her
prayer time at Duhor
(midday).
Scenario 5: Teacher Teacher Alonzo is falsely Sec. 8. Safeguards in Teacher Alonzo should
Alonzo saw his photo accused by a student on a Disciplinary Procedure. stay calm, inform his
being shared in social TV program, and the Every teacher shall enjoy Principal, gather
media by one of the principal asks him to equitable safeguards at evidence, and present a
influential TV programs explain the situation at each stage of any factual explanation. He
that hails itself as the the school due to disciplinary procedure must follow the school’s
program that gives pressure from the show. and shall have: procedures, avoid public
justice to the poor and disputes, document his
disadvantaged. As he a. the right to be statement, and, if needed,
clicked the link of the informed, in writing, of appeal to the proper
program, there on his the charges; authority for a fair
screen was the interview b. the right to full access resolution.
with one of his learners to the evidence in the
who told the host that her case;
teacher, pertaining to c. the right to defend
Teacher Alonzo, didn’t himself and to be
give her the chance to defended by a
make up for all her representative of his
missed quizzes and was choice and/or by his
ridiculed by him in front organization, adequate
of the class. Knowing the time being given to the
truth, Teacher Alonzo teacher for the
was enraged by the false preparation of his
accusations of the student defense; and
until he received a call d. the right to appeal to
from his principal and clearly designated
asked him to explain the authorities.
matter to his office since
they are being pressured
by the TV program to
give his statement.
Scenario 6: After strong The main concerns are Sec. 27. Freedom to Public school teachers
typhoons that caused making sure the Organize. can freely join or form
multiple damages on the donations are used organizations to support
production of the properly and reach the their interests. Teacher
commodities in their area people who need them. Carla’s relief effort was
farmed and tilled by the Teacher-led community both appropriate and
parents of the learners of activities should not commendable, showing
Teacher Carla, she felt interfere with their community
compelled to do teaching duties, and the responsibility, and could
something to help them, efforts should be also help attract support
particularly in providing organized in a way that and resources to benefit
for their essential needs. follows school rules. the school’s programs.
But as she checked on
her funds, she realized
that it would not even
suffice for the needs of
three families, so she
thought hard and looked
into her social media
about some relief
operations being done by
organizing a donation
fund. After this, she
immediately messaged
her co-teachers who are
also living within the
area and asked them to
contribute. Until
eventually, they were
able to come up with a
group name, created an
announcement banner
which they posted on
their social media
accounts, and started to
reach out to different
individuals and
organizations to help
them in their cause. At
the end of their target
date, they were able to
raise more than PhP
100,000.00, which they
utilized in buying the
needs of more than 50
farmers and their
families.
Scenario 7: Teacher Teacher Justine is Sec. 25. Indefinite Leave. Teacher Justine can use
Justine is excited about worried she may not her vacation days to
giving birth to her first receive the full benefits recover after giving birth
baby as a public-school of her maternity leave before her due date and
teacher for just over three because she gave birth still benefit from her paid
years in Macalintal earlier than expected maternity leave,
National Science High during the school’s potentially earning extra
School. She is in the vacation season. pay if she returns at the
third trimester of her start of the school year.
pregnancy and is
expecting to give birth in
 the month of June, which
she thought is the perfect
time to use her maternity
leave and avail its full
benefits. However, due to
some pregnancy issues,
she started to feel labor
contractions early May,
which is still technically
part of the vacation
season of the school. A
few days after giving
birth, Teacher Justine felt
uneasy and troubled
because she was worried
that she won’t be able to
avail the full benefits of
maternity leave due to
the fact that she gave
birth during the vacation
season.

Required Task 3:
Essential question: How does the Magna Carta for Public School Teachers impact my professional duties as a
teacher?
Provisions in the Magna Carta for Implications for your professional Notes from the LAC session
Public School Teachers duties as a teacher
1. Section 13. Teaching Hours. This part of the Magna Carta for The importance of this provision
Any teacher engaged in actual Public School Teachers affects on teaching hours is that it protects
classroom instruction shall not be how I do my job. Since teaching teachers from overwork, ensuring
required to render more than 6 hours are limited, I can use extra they have enough time and energy
hours of actual classroom teaching time to prepare lessons, organize to deliver quality instruction. By
per day. Provided, however, that materials, and finish other tasks, limiting classroom teaching to 6
where the exigencies of the service which helps me keep a balanced hours a day (or up to 8 in
so require, any teacher may be routine. It also gives me time to exceptional cases), it allows
required to render more than 6 take care of personal matters, like teachers to plan lessons, prepare
hours, but not exceeding 8 hours family responsibilities, without materials, assess students, and
of actual teaching hours a day. affecting my work. Most attend to other professional
importantly, it allows me to plan responsibilities without being
lessons better and use teaching overwhelmed. It also helps
strategies that make learning easier maintain a healthy work-life
and more effective for my balance, giving teachers time for
students. personal matters and reducing
stress, which ultimately benefits
both teachers and students by
supporting a more effective and
focused learning environment.
2. Section 10. No Discrimination. Section 10 helps me as a teacher Section 10 protects teachers from
There shall be no discrimination by making sure I am treated fairly, unfair treatment based on gender,
(i.e., gender, cultural, religious, no matter my gender, culture, culture, religion, disability, or
disability, etc.) whatsoever in the religion, or disability. It lets me other personal traits. This ensures
entrance to the teaching focus on teaching well and that all teachers have equal
profession, and/or during in creating a classroom where all opportunities in hiring, performing
exercising its duties or even in the students are respected and their duties, and career
termination of tenure in service. included. advancement. It also helps create a
safe, inclusive, and respectful
environment for both teachers and
students, allowing educators to
focus on teaching effectively
without fear of bias or
discrimination.
3. Section 27. Freedom to Section 27 allows teachers to Teachers in public schools should
Organize. Public school teachers freely join or form organizations be free to join or form
shall have the right to freely and to support their professional organizations without prior
without previous authorization growth, collaborate with peers, approval. This allows them to
both to establish and to join and protect their rights and collaborate with peers, advocate
organizations of their choosing, interests. for their rights, improve working
whether local or national to further conditions, and enhance their
and defend their interests. professional growth, ultimately
benefiting both their careers and
the quality of education.

4. Section 8. Safeguards in Section 8 is important to me as a Section 8 helps teachers by

Disciplinary Procedure. Every teacher because it ensures fair guaranteeing fair treatment during
teacher shall enjoy equitable treatment in any disciplinary case. any disciplinary process. It ensures
safeguards at each stage of any It guarantees that I can see the that teachers are fully informed of
disciplinary procedure and shall evidence, defend myself, get the charges, have access to all
have: a. the right to be informed, support if needed, and appeal evidence, and can defend
in writing, of the charges; b. the decisions, allowing me to focus on themselves, including with the
right to full access to the evidence teaching without fear of unfair support of a representative or
in the case; c. the right to defend punishment. organization. Additionally, it
himself and to be defended by a provides the right to appeal to the
representative of his choice and/or proper authorities, giving teachers
by his organization, adequate time security and confidence that any
being given to the teacher for the action taken against them will be
preparation of his defense; and d. just and transparent.
the right to appeal to clearly
designated authorities.
5. Section 24. Study Leave. In Even though I am only two years Section 24 allows teachers to take
addition to the leave privileges into my teaching career, Section study leave after seven years of
now enjoyed by teachers in the 24 motivates me to plan for further service to further their education.
public schools, they shall be education. After seven years, I can They can take up to one school
entitled to study leave not take study leave to improve my year, receive at least 60% of their
exceeding one school year after skills and knowledge while salary, and have the leave count
seven years of service. Such leave keeping my seniority and pension for seniority and pension. Extra
shall be granted in accordance benefits. leave is only allowed to finish a
with a schedule set by the thesis, and no pay is given beyond
Department of Education. During the first year. This helps teachers
the period of such leave, the improve their skills while keeping
teachers shall be entitled to at least career benefits.
sixty per cent of their monthly
salary: Provided, however, That no
teacher shall be allowed to
accumulate more than one year
study leave, unless he needs an
additional semester to finish his
thesis for a graduate study in
 education or allied
courses: Provided, further, That no
compensation shall be due the
teacher after the first year of such
leave. In all cases, the study leave
period shall be counted for
seniority and pension purposes.

Session 2: The Code of Ethics for Professional Teachers

Key Topic 1: Code of Ethics for Professional Teachers

Required Task 1: Scenario Analysis Read the Code of Ethics for Professional Teachers and reflect on your
practice as a teacher. Guided by your understanding of the Code of Ethics for Professional Teachers, identify
the provisions that can guide you to come up with the best action. Discuss with your mentor and write your
answers on the space provided in each number.

Scenario 1: Teacher Antonio received a complaint from the father of one of his advisory students regarding the
grade of his daughter in English. The father told him that the student struggles in English but she is very
persistent to learn. He insisted that his daughter did not deserve to receive a failing mark and demanded a
reconsideration. However, Teacher Antonio knows that the student skips classes and seldom goes to her English
classes. As a homeroom adviser, what’s the best thing for Teacher Antonio to do following the Code of Ethics
for Professional Teachers? Write your answer in 5-7 sentences in the space provided below. Once done, discuss
this topic with your mentor.

Answer: Teacher Antonio should calmly and professionally address the parent’s concern by reviewing the
student’s attendance and grades, using records to support his assessment, explaining that grades reflect effort
and participation, suggesting ways for the student to improve, and following school policies, while exercising
his right under Section 8 of the Magna Carta to defend himself and, if needed, have representation, ensuring
fairness and professionalism throughout.

What did you learn about the discussion with your mentor? Did your perspective change when you discussed
the scenario with your mentor?

Answer: From my discussion with my mentor, I realized how important it is for me to handle parent concerns
calmly and professionally. I learned that while it’s natural for parents to be protective, I need to rely on
attendance records and grades to explain the situation clearly and fairly. Talking about this scenario helped me
understand that defending myself isn’t about arguing, but about presenting the facts respectfully. My
perspective changed because I now see that handling these situations thoughtfully can build trust with parents
and support my students’ growth, rather than cause conflict.

Key Topic 2: Provisions of the Code of Ethics for Professional Teachers

Scenario 2: Teacher Ronnie has been teaching for the last five (5) years in a public elementary school. Every
time his principal asked him to attend a training, he would always decline and give several reasons and alibis
why he couldn’t attend. What possible actions should be done by the school if he continuously refuses?

Answer: Teacher Ronnie needs guidance on his duties as a public-school teacher, since repeatedly refusing
trainings violates the Code of Ethics and Section 7 of the Magna Carta, which stress professionalism,
continuous learning, and accountability. The principal should counsel him, explain the benefits of attending
seminars, and offer solutions like flexible schedules. Continued refusal without valid reasons may lead to a
written warning or disciplinary action, while the school should still support him in completing professional
development to ensure he meets his ethical and professional responsibilities.
Scenario 3: Malaban National High School is scheduled to hold its Reading Camp on a Saturday. Teacher Dina,
who is enrolled in a Master’s degree program, informed the principal that she could not make it as she needs to
take her comprehensive examination. Prior to the school’s Reading Camp, Teacher Dina already expressed her
intent to take a leave from the Reading Camp. The principal also knew that she has classes every Saturday.
However, due to the work demands of the Reading Camp preparations, she requested Teacher Dina to render
her service on that day. The School Head told her that she could help her get permission from the university to
take a leave and reschedule her comprehensive examination. Choose the best answer in the scenario below.

Prompt Answer Feedback

If you were in the situation of d. I will negotiate with the Think of the most plausible
Teacher Dina, what would you do? principal and tell her that I need to solution that could be equally
a. I will just pronounce my take the examination. To beneficial to both parties. The
absence during the Reading Camp recompense my absence, I will school principal has the authority
without having the principal’s offer to invite an external resource to decide which options are best in
permission. person that could help in the a particular situation. In the same
b. I will follow the advice of my success of the Reading Camp. way, as a proactive teacher,
principal and request for an excuse present options that align with
letter that I can give to the your values as educators and find a
university. c. I will negotiate with common ground. (refer to Article
the principal and tell her that I VII Section 1 and Section 3 of the
need to take the examination in Code of Ethics for Professional
order to proceed to my master’s Teachers)
thesis. In exchange, I will offer to
render extra service in lieu of the
day when I can’t render service. d.
I will negotiate with the principal
and tell her that I need to take the
examination. To recompense my
absence, I will offer to invite an
external resource person that could
help in the success of the Reading
Camp.
Which of the following provisions b. Sections 1 and 3 of Article VII (the scenario refers to Article VII
in the Code of Ethics for Section 1 and Section 3 of the
Professional Teachers covers the Code of Ethics for Professional
particular scenario? Teachers)
a. Sections 1 and 2 of Article VI
b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

Required Task 1: Case Study Read the following cases with your mentor. Use the Code of Ethics for
Professional Teachers as a tool to navigate and solve the problems in the given scenario:
Provisions in the Code of Ethics Implications for your professional Notes from the LAC session
for Professional Teachers duties as a teacher
Scenario 1: Teacher Suzette is a Teacher Suzette should manage The Code of Ethics for
new teacher in Mapayapa High her time carefully to balance Professional Teachers states that
School and was appointed as the teaching and advising the teachers should not teach more
Campus Journalism advisor while journalism club. By prioritizing than six hours a day, but in special
also handling a Grade 9 advisory tasks, seeking help if needed, and cases, they may be required to
class. She always arrives early for following the six-hour classroom teach up to eight hours. This
her morning classes and leaves limit in the Code of Ethics, she can ensures a manageable workload,
school late in the afternoon to avoid burnout, support her allowing teachers to stay effective
finish coaching studentjournalists. students, and maintain her well- and maintain their well-being.
Her mentors and colleagues being.
always remind her that she should
work smartly and avoid staying at
school very late.
Scenario 2: Teacher Arthur is a Teacher Arthur should be friendly Teachers should be careful when
first-year HUMSS teacher who and supportive with his students attending student social events,
teaches primarily Grade 12 but still keep professional following school policies and
learners. At the end of the year, boundaries and avoid showing consulting coordinators if needed.
several of the seniors invited him favoritism. He needs to think Balancing positive relationships
to a graduation party including carefully if going to the graduation with students and professional
some teachers. His students party is appropriate and keeps the ethics is essential for building
wanted their teachers to join the teacher-student relationship trust, maintaining credibility, and
party to celebrate the graduation of respectful. While socializing can supporting long-term career
their batch. The Faculty help build a good relationship, it growth.
Coordinator called a meeting to should not affect his duties or
discuss the graduation ceremony. harm his professional reputation.
Majority of the faculty decided not
to go but your students are
pleading for you to come.
Scenario 3: Teacher Larry is a Teacher Larry should not accept Offering paid tutoring to one’s
Grade 10 Science teacher. He had payment for tutoring his own own students is prohibited to
been struggling financially since students, as this could create a ensure fairness and
her wife’s deposition from work. conflict of interest. Instead, he can professionalism, and teachers
The parents of one of his students offer free extra help or study should follow guidance from
asked Teacher Larry to tutor their sessions, supporting student school heads or school policies; by
daughter since they found out that learning while maintaining maintaining integrity while
she failed her periodical exam. professional integrity, fairness, helping students, they build
However, the School Head and trust. This approach also credibility and trust.
stressed that teachers should not contributes to his own growth as
offer tutoring services to their an ethical and responsible teacher.
learners for remuneration.
Scenario 4: Teacher Eli, a 55-year- Teacher Eli’s actions of making Teachers must keep personal
old Grade 11 English teacher had students buy her items in order to needs separate from their work, act
been struggling with her finances get passing grades are a serious professionally, and put students’
for the previous months since she violation of ethics. By using her welfare first. Grades should be
had applied for a loan which she authority to force students to buy based only on students’
used for her health maintenance her products, she shows poor performance, not on favors or
and the renovations of their house. judgment and takes advantage of personal demands, to keep trust
Finding herself in the difficult their trust. This behavior is unfair and fairness in the classroom.
situation, she had an idea of doing and unethical because grades
buy-and-sell to her neighbors, but should reflect students’
it did not suffice so she searched performance, not whether they buy
for other opportunities and she something. Such actions can harm
identified her learners as one of the teacher-student relationship,
her markets. Every 15 minutes create a negative learning
before the end of class, she would environment, and may lead to
bring out her rummage of items disciplinary action, showing why
that she sells to learners and would teachers must always follow
tell them that if they do not buy at professional and ethical standards.
least 2 items, she will not give
them a passing mark. And so, the
learners buy her items until one
day, she has been reported by one
of the learners to the principal’s
 office and was called up for
interrogation.
Scenario 5: Raya was a slow The teacher should respond to Maintain a healthy atmosphere to
learner in almost all of the subject students’ mistakes with patience your learners.
areas, especially Mathematics. and kindness, making the
While discussing linear equations, classroom a safe place for
her teacher called her up to answer learning. By avoiding ridicule,
one of the equations. She went students like Raya can feel
close to the board trying her comfortable trying and asking
hardest to answer the calculations questions. Giving guidance and
but was not able to write the praise helps them understand
correct answer. When she lessons better, build confidence,
presented her equation to her and stay motivated to learn. This
teacher, she saw her classmates creates a respectful and supportive
laugh. She felt very embarrassed. classroom for all students.

MY PLEDGE OF COMMITMENT I,DIOSITA P. AQUINO, of TUKTUKAN ELEMENTARY SCHOOL

having been appointed to the position of TEACHER I solemnly swear that I will well and faithfully discharge
to the best of my ability the duties of my present position and of all others I may hereafter hold under the
Republic of the Philippines, that I will support and defend the Constitution of the Philippines, that I will bear
true faith and allegiance to the same that I will obey the laws, legal orders and Decrees promulgated by the duly
constituted authorities of the Republic of the Philippines and that I impose this obligation upon myself
voluntary without mental reservation or purpose of evasion.

Required Task 2: Answer the following questions Now that you are done reading and analyzing the different
provisions and articles specified in the Code of Ethics for Professional Teachers, please share your insights
focusing on the learning that you gained from this session and at the same time, other information that you think
is necessary to understand the Code of Ethics. Discuss with your mentor.

What are your significant learnings?

Answer: Reflecting on the Code of Ethics for Professional Teachers made me realize what it really means to be
a good and responsible teacher. I learned how important it is to be fair, professional, and a positive example
for my students and colleagues, while always trying to improve my skills. I also understand better my rights and
duties as a teacher, and how balancing them can help me make a positive difference in the lives of my students
and the community.

How will these learnings be of help to you as a teacher?

Answer: These lessons will help me become a more responsible and better teacher. The Code of Ethics reminds
me to act with honesty, fairness, and professionalism. It also teaches me the importance of continuing to learn
and improve so I can give quality education. Knowing my rights and duties will help me handle challenges,
make fair decisions, and build good relationships with students, colleagues, and the community. Following
these lessons will help me gain the trust and respect of my students and support their growth.

What other information related to the Code of Ethics do you want to know? Please elaborate. How will these
learnings be of help to you as a teacher?
Answer: I want to learn more about how to balance my rights and duties as a teacher, especially in difficult
situations like dealing with parents, limited resources, or my personal beliefs while teaching. Learning this will
help me follow the Code of Ethics in real situations. It will guide me to be a responsible, fair, and professional
teacher and help me create a positive and trusting classroom for my students.