Teacher Induction • [Link]

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Course 5:
The DepEd Teacher
Introduction

W
ELCOME TO COURSE 5 of the
Teacher Induction Program. This
course introduces you to the
Department of Education and its organizational
structures, including the specific roles of the
different bureaus, offices, and units. It also
presents relevant laws and administrative
processes surrounding teachers’ roles,
responsibilities, and rights. Lastly, this course
orients teachers on the salaries, incentives, and
other benefits of DepEd teachers.
Intended Course Learning Outcomes

1. adopt practices that uphold the dignity of teaching as a profession by

exhibiting qualities aligned with the DepEd’s vision, mission, core values,
and strategic directions (7.2.2)
2. demonstrate understanding of how the different offices and bureaus
work to support DepEd in accomplishing its vision and mission
3. review personal teaching practice using relevant laws and regulations
that apply to the teaching profession (6.3.2)
4. demonstrate understanding of the details of teachers’ salaries, incentives,
and other benefits

Course Outline:

Module 1: DepEd Organizational Structure and Processes

Module 2: Relevant Laws for Teachers

Estimated time required: 4 hours

Portfolio Output: Action Plan (From Module 1, Session 1)

 Module 1 – DepEd Organizational Structure Required Tasks
and Processes • Reflections
• Policy reading
Intended Module Learning Outcomes:
At the end of this module, you should be able to: • Scenario analyses
• Writing tasks
1. discuss the history and background of the public
education system to understand the organizational • Organizational structure analysis
development of DepEd;
Required Resources
2. address concerns and respond to scenarios in
• Historical Perspective of The Philippine Educational
the field using knowledge of existing laws and
System, [Link]
regulations on DepEd organizational structure and
history/
processes; and
• Republic Act No. 9155 on Governance of Basic
3. respond to real-life scenarios that require the Education Act, 2001
application of the knowledge on organizational
structures of the Department and the school. • Republic Act No. 10533 on An Act Enhancing the
Philippine Basic Education System by Strengthening
its Curriculum and Increasing the Number of Years
Module Outline
for Basic Education, 2013
Session 1: The Philippine Public Education System
Optional Readings
Session 2: DepEd Central Office
• DepEd Order No. 53, s. 2013 on Approval and
Session 3: DepEd Regional and Schools Division Implementation of the 2013 DepEd Rationalization
Offices Program
Session 4: The School Structure • DepEd Order No. 52, s. 2015 on New Organizational
Structures of the Central, Regional, and Schools
Estimated Time Required: 2.5 hours Division Offices of the Department of Education

4 The Teacher Induction Program - Core Course 5

Session 1: The Philippine Public Education
System
Key Topic 1: Historical Perspective of the Philippine
Educational System

As part of the Department of Education, it is essential to

be knowledgeable about the history and background of
the organization. In doing so, you will be able to know how
the department came about and what changes took place
in response to the challenges of the times. Read the article
found in the DepEd website and process your understanding
through the activity below. You can access the website
through this link: [Link]
history/

Guide for Mentors and Newly Hired Teachers 5

 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 Implications

(What are the different time periods identified (What are the educational (How does this affect the succeeding public
in the article?) developments brought by this education system?)
time period?)
Pre-colonial Period Education was informal, unstructured, and Essentiallearning was prioritized during this
devoid of methods. Children were provided period
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 the Formalization of education with defined
Spanish missionaries. administration and management by the
Spanish colonial government
Education was religion-oriented. 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 An aquate secularized and free public school A highly centralized public school system was
system. installed in 1901 by the Philippine Comission
by virtue of Act No. 74.
Free primary instruction that trained the people
for the duties of citizenship and avocation.

Contemporary Society Third Republic in 1947, under Executive Order The trifocal system refocused DECS mandate
No. 94, the Department of Instruction was to basic education which covers elementary,
(Third Republic-Present) changed to the Department of EducationDuring secondary and nonformal education, including
this period, the regulation and supervision of culture and sports, TESDA now administers the
public and private schools belonged to the post-secondary, middle-level manpower
Bureau of Public and Private Schools. training and development while CHED is
responsible for higher education.
6 The Teacher Induction Program - Core Course 5
Key Topic 2: The Trifocalization of Philippine
Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS)had the sole responsibility in the administration,
policy formulation, and program implementation of education
in the Philippines. It supervises public education, private
education, as well as formal and non-formal education. To
examine the education system in the Philippines and draft
policy recommendations, the Congressional Commission on
Education or EDCOM was established by a Joint Resolution
of the Eight Philippine Congress.
Recognizing that there is a need to specialize administration
in higher learning and technical and vocational education,
the trifocalization of education through the virtue of RA No.
7722, otherwise known as the “Higher Education Act of
1994” and RA 7796, otherwise known as the “TESDA Act of
1994” or the Trifocalization of Education Management was
enacted. The administration, policy formulation, and program
implementation of education in the Philippines would have
three foci: (1) Basic Education; (2) Higher Education; and (3)
Technical and Vocational Education. Read the excerpt from
both policies and answer the following reflection questions.

Guide for Mentors and Newly Hired Teachers 7

 Republic Act No. 7722 - AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES

Section 2. Declaration of Policy. - The State shall protect, foster and promote the right of all citizens to affordable quality
education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. The State
shall likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing
intellectual growth, the advancement of learning and research, the development of responsible and effective leadership,
the education of high-level and middle-level professionals, and the enrichment of our historical and cultural heritage.

State-supported institutions of higher learning shall gear their programs to national, regional or local development plans.
Finally, all institutions of higher learning shall exemplify through their physical and natural surroundings the dignity and
beauty of, as well as their pride in, the intellectual and scholarly life.

Section 3. Creation of the Commission on Higher Education. - In pursuance of the above-mentioned policies, the
Commission on Higher Education is hereby created, hereinafter referred to as the Commission.

The Commission shall be independent and separate from the Department of Education, Culture and Sports (DECS), and
attached to the Office of the President for administrative purposes only. Its coverage shall be both public and private
institutions of higher education as well as degree-granting programs in all post-secondary educational institutions, public
and private.

8 The Teacher Induction Program - Core Course 5

Republic Act No. 7796 - AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER PURPOSES

SECTION 2. Declaration of Policy. — It is hereby declared the policy of the State to provide relevant, accessible, high
quality and efficient technical education and skills development in support of the development of high-quality Filipino
middle-level manpower responsive to and in accordance with Philippine development goals and priorities. The State shall
encourage active participation of various concerned sectors, particularly private enterprises, being direct participants in
and immediate beneficiaries of a trained and skilled workforce, in providing technical education and skills development
opportunities.

SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Act to
a) Promote and strengthen the quality of technical education and skills development programs to attain
international competitiveness;
b) Focus technical education and skills development on meeting the changing demands for quality middle-
level manpower;
c) Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs;
d) Recognize and encourage the complementary roles of public and private institutions in technical
education and skills development and training systems; and
e) Inculcate desirable values through the development of moral character with emphasis on work ethic,
self-discipline, self-reliance and nationalism.

Guide for Mentors and Newly Hired Teachers 9

 Required Task 2: Reflection Questions 2. Which turning point in the history of the public
education system has huge implications in the
Answer the following reflection questions below based on
development of the Department of Education?
the excerpts.
1. What educational practices observed in the The turning point of eduction system in education is
historical stages of development are the
when the Spanish were vanquished by the Americans,
foundational elements of education in the
Philippines?
our first teachers were the Thomasites, which marked a
turning point in the history of public education and the
formation of the Department of Education. The Schuman
Comission recommended that a sufficient secularized
From pre-Spanish periods to the present, education in and free public education system be developed during
the Philippines has gone through numerous eras of the first decade of American administration.
growth. I believe that the educational system that our The Taft Comission, acting on President McKinley’s orders,
colonizers implemented, from education that was mandated free elementary education to prepeare citizens
informal, unstructured, and deviod of methods, where for civic and vocational responsibilities.
children were given more vocational training and less Chaplains ans non-commissioned officers were assigned
academics (3 Rs) by their parents and in the homes to teach using the English Language.
of tribal tutors, has had a significant impact on the
department of education as of today. As time passes
and our colonizers impact us, we construct and
structure a better educational system that still growing
and refining the department.

10 The Teacher Induction Program - Core Course 5

 3. What are the implications of the trifocalization of Key Topic 3: The Governance of Basic Education Act
education in the administration and management
of education in the Philippines?
The Republic Act No. 9155, otherwise known as the
Governance of Basic Education Act of 2001, renames
In the Philippines trifocalization of education refers to the Department of Education, Culture and Sports to
the assignement of three separate agencies to oversee Department of Education (DepEd). The law also serves
major educational systems; the DepEd for basic as a framework decentralizing governance to the field
education, the CHED for higher education, and the TESDA and making the schools and learning centers (LCs) the
for technical and vocational education training (TVET) “heart of the education system.” It promotes the principle
and I believe that the implication of trificalization of these of shared governance which recognizes that every unit in
three agencies is that education becomes more accessible the Department of Education has a particular role, task,
to all. It servstudents of various ages, socioeconomic, and responsibility inherent in the office and for which it is
backgrounds, and out-of-school adolescents. It promotes principally accountable for outcomes.
holistic development and provides life-long skills for To carry out the goals of the department, the DepEd has
individuals to become effective citizens of ur country. organized itself into two major structural components:
The trifocal education system refocused DECS mandate
- the Central Office that maintains the overall
to basic education wch covers elementary, secondary and
administration of basic education at the national
nonformal education, including culture and sports. TESDA level; and
now administers the post-secondary, middle-level
manpower training and development while CHED is - the Field Offices - the regions, divisions, schools,
responsible for higher education. and LCs – that are responsible for the regional
and local coordination and administration of the
Department’s mandate.

The governance of basic education shall begin at the Central

Office (CO) and will be transmitted to the Field Offices
where the policy and principle for the governance of basic
education shall be translated into programs, projects, and
services developed, adopted, and offered to fit local needs.
Thus, the principles of accountability and transparency shall
be operationalized in the performance of functions and
responsibilities in these offices.

Guide for Mentors and Newly Hired Teachers 11

 Read the excerpt from the RA No. 9155:

SEC. 3. Purposes and Objectives. – The purposes and objectives of this Act are:

• to provide the framework for the governance of basic education, which shall set the general directions for
educational policies and standards and establish authority, accountability, and responsibility for achieving
higher learning outcomes;
• to define roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects, and services in communities they serve;
• to make schools and learning centers the most important vehicle for the teaching and learning of national
values and for developing in the Filipino learners love of country and pride in its rich heritage;
• to ensure that schools and learning centers receive the kind of focused attention they deserve and
that educational programs, projects, and services take into account the interests of all members of the
community;
• to enable the schools and learning centers to reflect the values of the community by allowing teachers/
learning facilitators and other staff to have the flexibility to serve the needs of the learners;
• to encourage local initiatives for the improvement of schools and learning centers and to provide the
means by which these improvements may be achieved and sustained; and
• to establish schools and learning centers as facilities where school children are able to learn a range of
core competencies prescribed for elementary and high school education programs or where the out-of-
school youth and adult learners are provided alternative learning programs and receive accreditation for at
least the equivalent of a high school education.

12 The Teacher Induction Program - Core Course 5

Required Task 1: Writing Task 2. RA No. 9155 states that “the school shall be the
heart of the formal education system.” How does
Answer the following questions. You may answer each item
this statement relate to you as a teacher and as a
in 4-7 sentences.
part of a larger organizational landscape?
1. As part of the DepEd, how can you contribute to
successfully implement programs of the Department These guidelines state that we should protect and promote
and carry out its purpose and objectives? Give all citizens’ right to a quality basic education and make such
specific ways and examples. education accessible to all by providing all Filipino children
with a free and compulsory high school education.
As teachers, we should promote equal quality education
As a public school teacher, it is my duty and responsibility regardless of socioeconomic status, and we should be
to develop and implement instructional classes, assess proficient, versatile, and efficient at the same time to
students based on particular objectives drwan from a set produce meaningful learning for our students.
curriculum, and communicate with parents. Assess and
documents students’ progress in accordance with the
DepEd’s goal, vision, core values, and mandate. Adopts
and works toward school improvement. It is also my
responsibility to stay competitive by attending seminars
and training that improve my professional abilities in
order to meet DepEd’s aims and goals.

Guide for Mentors and Newly Hired Teachers 13

 3. Write down the best practices being implemented in Summary
your school that align with the provisions stated in
RA No. 9155. Share it with your mentor/colleagues. • The Department of Education (DepEd), by virtue
of RA No. 9155, otherwise known as Governance
of Basic Education Act of 2001, is mandated to
formulate, implement, and coordinate policies,
Best Practices plans, programs, and projects in the areas of formal
1. Encourage communication and non-formal basic education. DepEd supervises
- Students/Parent Conferences are one of our school’s all elementary and secondary education institutions,
best practices for improving open comunication, including alternative learning systems, both public
understanding, and the opportunity to establish trust and private; and provides for the establishment
and maintenance of a complete, adequate, and
with them.
integrated system of basic education relevant to the
2. ICT Integration goals of national development.
- We support and promote the use of technology in each
grade to allow for the effecient and effective use of various • The history and background of the public school
interactive programs as teaching/lesson materials. system and the DepEd Organizational Structure
provide a context on how the Department improves
3. Conducting Health Protocols
to ensure that its personnel are supported and
-As Covid 19 spread around the world, our school offered guided to fulfill their roles towards achieving the
dailiy orientation, reminders, and virtual meetings to help vision, mission, and goals of the department.
our country prevent the spread, and we will continue to
do so as pilot f2f classes progress.
4. Remedial Reading Program
- We offer remedial programs in various grade levels,
focusing on students who are unable to manage and attend
classes due to a lack of devices, connectionsm, or
socio-economic challenge.

14 The Teacher Induction Program - Core Course 5

Session 2: The DepEd Central Offices
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)
The DEPED has organized itself into two I want to know the Departement improves I learned that the Department of Education
major structural components- the Central to ensure that its personnel are supported oversees all public and private elementary
Office that maintains the overall and guided to fulfill their roles towards and secondary education institutions,
administration of basic education at the achieving the vision, mission, and goals of including alternative learning systems, and
national level; and - the field Ofiices- the tyhe department. is responsible for the establishment and
regions, divisions, school and LCs - that are maintenance of a comprehensive, adequate,
responsible for the regional and local and integrated basic education system that
coordination and administration of the contributes to national development goals.
Department’s mandate. The organizational structure has two
components that manage all of the
The governance of basic education shall educational policies and principles.
begin at the Central Office and will be
transmitted to the field offices where the
policy and principle for the governance of
basic education shall be translated into
programs, projects, and services developed,
adopted, and offered to fit local needs.
Thus, the principles of accountability and
transparency shall be operationalized in the
performance of functions and
responsibilities in these offices.

Guide for Mentors and Newly Hired Teachers 15

 Key Topic 1: The DepEd Management Structure Required Task 1: Policy Reading
The Department of Education is organized to enable the
department to carry on its true mandate as stipulated in
RA No. 9155 otherwise known as the Governance of Basic A. The DepEd Rationalization Program
Education Act of 2001.
The DepEd Rationalization Program is an effort to
The Department of Education’s Central Office shall exercise efficiently maximize the department’s functions so it
overall authority and supervision over the operations of the can focus on attaining its vision, mission, objectives,
department and the attainment of its mandate. Specifically, and its core business—education.
the office is designated to:
ForDepEdto focus on its corebusiness, thereis aneed
• set overall education agenda, directions, and to reiterate the goals of the DepEd Rationalization
policies; Plan concerning the different organization levels of
• formulate systems and standards for national the department. The goals are as follows:
adoption; • have a more efficient and effective central
• perform investment programming; office that focuses on policy making, standards-
setting, and overall leadershipof the department;
• articulate national frameworks to guide the
organization in the performance of its core functions •have a re-engineered regional office that
and the provision of support; focuses on localization of policies, performs
• oversee quality assurance and performance quality assurance, and fulfills its duties as the
accountability; and technical support hub of its divisions; and

• build partnerships with the Local Government Units •have a re-engineered division office that
(LGUs) & Non-Governmental Organizations (NGOs). focuses on field leadership and supervision
to better support the schools in delivering
education services to the learners.
Study the DepEd Organizational Structure by visiting the The DepEd Rationalization Program, is one of the
DepEd website: [Link] key steps undertaken by the Department to better
central-office/. manage the implementation of the K to 12 Basic
Education Program.

16 The Teacher Induction Program - Core Course 5

B. New Organizational Structures of the Central,
Regional, and Schools Division Offices of the Background
Department of Education
1. In August 2001, Republic Act No. 9155, An Act Instituting
The DepEd Order No. 52, s. 2015, also known as A Framework of Governance for Basic Education,
Establishing Authority and Accountability, Renaming
the New Organizational Structures of the Central, the Department of Education, Culture and Sports as
Regional, and Schools Division Offices of the the Department of Education, and for Other Purposes,
Department of Education has the following purpose: otherwise known as the Governance of Basic Education
Act of 2001, was issued. It provided a framework for the
(a) focusing government efforts on the exercise governance of education, decentralizing governance to
of its fundamental functions of establishing the field, and making the schools and learning centers the
and providing the appropriate social, heart of the education system. The law also established
the authority and accountability of the various organization
political, and economic environment within levels of the Department of Education (DepEd).
which development can prosper;
2. In October 2004, Executive Order No. 366 (EO 366, s.
(b) transforming the bureaucracy into an effective 2004), Directing A Strategic Review of the Operations
and efficient institution for the delivery of core and Organizations of the Executive Branch and Providing
Options and Incentives for Government Employees Who
public services; and May Be Affected by the Rationalization of the Functions
and Agencies of the Executive Branch, was issued.
(c) ensuring the long-term sustainability of core
According to Section 2 of the said EO, the initiative
government services through resource aimed to: (a) focus government efforts and resources
mobilization and cost-effective public on its vital/core service; and (b) improve the quality and
expenditure management. efficiency of government services delivery by eliminating/
minimizing overlaps and duplication, and improving
Study the DepEd Central Office Organizational agency performance through the rationalization of service
Structure and read the following excerpt from DepEd delivery and support systems, and organization structure
and staffing (Section 2, EO 366, s. 2004).
Order No. 52, s. 2015. After reading, answer the
following questions. You may answer each question 3. In December 2011, DepEd embarked on the review and
in 3-5 sentences. revision of its Rationalization Plan (RP) based on RA No.
9155 and long-term reforms needed in the education
You may access DepEd Order no. 52, s. 2015 through sector to respond to fast-changing demands of the local
and global environment.
this link: [Link]
uploads/2015/10/DO_s2015_52.pdf 4. On November 15, 2013, the DepEd Rationalization
Plan (RP) was approved by the Department of Budget
and Management (DBM). The approval included the
rationalized structure and staffing pattern of offices at
the central, regional, and schools division levels.

Guide for Mentors and Newly Hired Teachers 17

 Rationale of the Organizational Structures

1. The rationalized organizational structures and staffing patterns were a result of the thorough study of the DepEd Change
Management Team (CMT) on the current structures, functions, and staffing complement of the DepEd offices vis-à-vis the
long-term education reforms, requirements of the learners and the changing environment, and national government policies.
2. The approved organizational structures are consistent with the provisions of RA No. 9155 in applying the principles of
decentralization and shared governance to ensure accountability and relevance to the context, and development needs of
the learners and stakeholders of the various organizational levels.
3. In developing the organizational structures, the DepEd CMT also identified the themes or organizational strands common
to all levels of the Department. These organizational strands reflect the similarity of functions and objectives of offices and
units. The organizational strands are as follows:
1. Office of the Secretary
The Office of the Secretary (OSec) provides overall leadership and direction at the national level. Attached and
support agencies to DepEd are included under the OSec.
2. Curriculum and Instruction
This strand ensures that the organization focuses on the delivery of a relevant, responsive, and effective basic
education curriculum around which all other strands and offices provide support.
3. Strategic Management
This strand enables the organization to focus on long-term directions and interface with the internal and external
environment and stakeholders.
4. Governance and Operations
This strand ensures the capacity of the organization to continuously improve and be strategic in managing the
environment for which “teaching and learning” takes place.
5. Legal and Legislative Affairs
This strand enhances the capacity of the organization to deal with legal matters and to be proactive in moving
forward its legislative agenda.
6. Finance and Administration
This strand ensures the efficiency to support the organization as a whole to focus on its core business and thus
attain its targets through the provision of finance and administrative services.

18 The Teacher Induction Program - Core Course 5

 1. Why is there a need to rationalize and 2. In what ways can the restructured DepEd,
restructure the Department of Education? through the Rationalization Program, help you
as a DepEd personnel and a public-school
teacher?

It is important to inform and explain the structures

of DEPED to establish a framework for educational Teachers represent fculty and staff who are responsible
governance, decentralizing authority to the field and for using a variety of institutional strategies to address
placing schools and learning centers at the center of individual students’ strengths and needs and with these
the educational system. If you have issues or concern DEPED’s rationalized program assist teachers, it also provides
it is critical to have accurate information about all of standardized programs and instructions, guidelines, and
the department’s branches or structures, including other school matters; nd they are responsible for ensuring
those in the non-teaching or non-school sectors, access to, promoting equity in, and improving the qulity
stakeholders groups, and other business and of basic education.
government departments.

Guide for Mentors and Newly Hired Teachers 19

 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 barrio” who is Governance and Operation This strands ensures the capcity of the
dedicated to providing basic education to the pupils in a organization to contiuously improve and be
geographically isolated community in her province. She strategic in managing the environment for
was deployed to educate the pupils with a parallel module which teaching and learning takes place.
to that of formal elementary education but in a relatively
informal setting and schedule.

Teacher Jonnalyn is a permanent teacher who is facing Finanace and Administration This strand ensures the efficiency to support the
financial challenges. Once her prior loans were paid, she organization as a whole to focus on its core
directly proceeds to take out another loan. The cycle of business and thus ttain its targets through the
financial debt goes on. provision of finance and administrative
services.
Teacher Arvin, the school’s basketball coach, Curriculum and Instruction This strands ensures that the organization
focused not only on the psychomotor skills of focuses on the delivery of a relevant
his players but also on the development of mental responsive, and effective basic education
discipline and social values through after-school curriculum around which all other strands and
sports programs. offices provide support.

Teacher Edith thinks she is qualified for a promotion as a Office of the Society The Office of the secretary provides overall
Master Teacher. She submits all of her leardership and direction at the national level.
requirements and waits for the results. But she Attached and support agencies to DEPED are
lacks the required number of units for her included under the OSec.
Master’s degree.

Nanette is teaching in a low-lying school. One Strategic Management This strands enables the organiztion to focus on
day, during a heavy rainfall, she was advised of class long term directions and interface with the
cancellations and calmly assessed the situation before she internal and external environment stakeholders.
directed the class to go home.

20 The Teacher Induction Program - Core Course 5

Session 3: The DepEd Regional Office and The regional offices are categorized based on size classification
and shall be classified as small, medium, or large. Hence, the
Schools Division Offices
Organizational Structure of the Regional Office is presented in
Figure 2 on the next page.
The DepEd Regional Office works with the LGUs and
educational stakeholders to develop a policy framework
that reflects the needs, opportunities, and aspirations of
the regional community. It provides overall field leadership
to schools divisions by setting regional policy directions,
standards, and strategies consistent with the national
framework for the development and management of
programs and projects relevant to the socio-cultural context
of the region. Thus, it is responsible and accountable
for building a community of schools divisions and their
continuous development in order to create a collective
effort to achieve the region’s goals. Specifically, the DepEd
Regional Office:
• sets Regional agenda, directions, and policies to
address the context and needs of the region;
• localizes curriculum;
• adapts to or adopt the national policies, programs,
and standards;
• manages the Department’s mandate at the regional
level and Quality Assurance;
• provides technical assistance to schools’ divisions;
• manages program investment and equitable
allocation of resources; and
• establishes and manages partnerships.

Guide for Mentors and Newly Hired Teachers 21

 Fig. 1. Organizational Structure of the Regional Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education

22 The Teacher Induction Program - Core Course 5

Required Task 1: Identification
Read each general function and identify its functional division in the Regional Office. Choose the correct answer from the
choices below.

A. Quality Assurance E. Curriculum & Learning Management

B. Office of the Regional Director F. Education Support Services
C. Field Technical Assistance (FTA) G. Policy, Planning & Research
D. Human Resource Development H. Finance
I. Administrative

Function Answers Feedback

1. To ensure access, promote equity, and improve Office of the Regional Director Administrative help is provided in
the quality of basic education in the regions school routines, classroom activities, as
and the school’s divisions by taking the lead in well as financial, general services,
policy and direction setting, standard-setting and supplies, personel, and other
enforcement, partnership building, and networking administrative matters.
with stakeholders of education, and by effectively
and efficiently managing the financial, human, and
physical resources of the region.
2. To ensure full implementation of the articulated Curriculum and instruction Curriculum standarizes learning goals
basic education curriculum (pre-school, for an entire school and provides a clear
elementary, secondary, ALS), its path for students to graduate from one
localization/indigenization, and increase access to grade to the next. In addition to
quality and varied learning resources towards generating common goals between
improvement in the quality learning outcomes. teachers and students regardless of
socio-economic status.
3. To support the delivery of basic education Education Support Services This education and support services
programs, projects, and needed resources to the works with the comunity and
school’s divisions in order to create an environment stakeholders to help students with
conducive to learning and ensure learner educational, health, and safety concerns.
readiness to learn through: School Health and
Nutrition, Education Facilities, and Program &
Services (DRRM, School Sports, Guidance
& Counselling).
Guide for Mentors and Newly Hired Teachers 23
 Function Answers Feedback
4. To coordinate and integrate the provision of Field Technical Assistance FTA is reponsible for managing the
technical assistance (TA) to schools’ divisions different schools in order to accomplish
with the purpose of facilitating the delivery of their performance with the goal of
quality basic education and creating an enabling providing relevant, timely, and suitable
environment for schools and learning centers. technical help to school divisions
through the coordination of all units.

5. To ensure compliance with standards of quality basic Policy , Planning & Research QA ensures compliance with standards
education by assessing, monitoring, and evaluating in the performance eof roles and
the region and school’s division performances to functions in order to achieve outputs and
inform decision making and guide policy directions results by assessing, assuring quality,
in the region toward continuous monitoring and evaluating performance
improvement. the Region.

6. To facilitate the implementation of education Policy , Planning & Research Policy, Planning & Research facilitate
plans, policies, and standards in all areas the formulation and implementation of
of basic education in the region through the education plans, policies, standards and
conduct of research studies and maintenance of guidelines in all areas of basic educatio
Regional Education Planning and Data in the region through the conduct of
Management Systems. research studies.

7. To ensure competent personnel and staff in the Human Resource and Development HRD assure qualified employees and
regional and schools division offices through staff in regional and school division
efficient and effective training towards offices by implementing and managing
professional competencies and organizational an effecient and effective training and
performance. development system aimed at improving
professional competencies and
organizational performance in the
delivery of basic education.
8. To provide the regional office with efficient, Administrative Administrative help is provided in
economical and effective services relating to school routines, classroom activities, as
personnel, records, receipt of correspondence, weel s financial, general services,
supplies, equipment, collection, disbursement, supplies, personneland other
security and custody of property, and reportorial administrative matters.
work to oversight agencies.
9.
To provide advice to the Regional Director on Financce For enhanced productivity, effeciency,
the financial resource of the region and provide and timely completion of government
services in budgeting, accounting, reporting, and trnsactions, the Finance Division is
coordinating with government oversight responsible for reporting budgeting,
24 The Teacher Induction Program - Core Course 5
agencies. preparing, and integrating financial
concerns.
Key Topic 3: The Schools Division Office (SDO)
As the frontline office of the Department for the management
of basic education delivery, the SDO supervises schools
and learning centers, which are the direct implementers
of educational programs for learner development. It also
supervises the implementation of the set policies and
programs in the schools and learning centers and provides
technical support to the schools and LCs. Specifically, the
SDO’s functions include:
• implementation of the education agenda and
policies;
• management of the curriculum implementation;
• provision for instructional supervision;
• building of communities of schools and LCs;
• offering of technical assistance to schools/LCs;
• execution of equitable distribution of resources;
and
• establishment and management of partnerships.

The SDOs are categorized based on size classification

and shall be classified as small, medium, or large. The
Organizational Structure of the SDO is presented in Figure 2
on the next page.

Guide for Mentors and Newly Hired Teachers 25

 Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education

26 The Teacher Induction Program - Core Course 5

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.

Questions Answers Feedback

Teacher Alyssa conducted and finished writing her action research in the SGOD It was classified as SGOD since it
conduct of their Continuous Improvement Plan (CIP) in eradicating the deals with planning and research.
number of non-numerates in their school. She submitted it to the SDO
for assessment.

Teacher April is having a hard time managing her class because her SGOD It was placed under the SGOD
schedule is in the last period before class dismissal. She then seeks help because it requires help from the
from the head teacher and colleagues for some advice. Upon learning area of human resources
about Teacher April’s struggles, the head teacher found it development.
necessary to providea classroom management training for teachers.

Teacher Michael is the schools’ DRRM Coordinator. He prepares and SGOD It was classified as SGOD since it
submits situation reports to the SDO on any hazard affecting the school discusses Educational Facilities.
operations such as flood, conflict, fire, among others, and provides real-
time updates to the SDO.

Teacher Angel, an English teacher, seeks help through setting a pre- CID Since the scenario described about
conference meeting with her Department Head for her upcoming instructional Management Part , it
classroomobservation. She wants to know the best ways on howshe can was considered as CID.
employ the indicators required in the Classroom Observation Tool (COT).

Teacher Melvin is assigned as the Room Examiner in the CID Since the scenario described about
conduct of the National Achievement Test. He checks if the Room Direct Instruction Supervisor Part, it
Examiners adhere to the instructions in the Examiner’s was considered as CID.
Handbook.

Guide for Mentors and Newly Hired Teachers 27

 Optional Task: Reflection

Reflect and answer the following questions: 2. Why should a teacher know who to approach in
addressing concerns related to his or her duties?
1. What is the relevance of knowing the DepEd
organizational structure and school processes to the
performance of your duties as a teacher?
Knowing who contact with concerns about my tasks as a teacher
is critical becausebit allows me to perform my functions and
As a new begiining teacher, it’s critical to understand the obligations successfully and efficiently. It is crucial for me to be
significance of our organizational structure because it established aware of and well-informed on proper organization channeling as
a framework for educational governance, decentralizing well as the appropriate person in each area or department.
government to the field, and placing schools and learning centers
at the center of the educatioanl system. Like us, memebers of the
school are expected to follow the sructure’s rules in order to
achieve the organization’s declared aims and objectives.
The school sture governs ho resources are distributed among
members of various departments, as well as who leads each
department.

28 The Teacher Induction Program - Core Course 5

Summary

• DepEd Order No. 52, s. 2015 identified organizational

actions that were taken on the existing offices in the
Department. It presents the official organizational
structure of the DepEd Central, Regional, and
Division Offices.
• The Central Office focuses on policy making,
standards-setting and overall leadership of the
department. The Regional Office provides overall
field leadership to schools’ divisions by setting
regional policy directions, standards, and strategies
consistent with the national framework for the
development and management of programs and
projects relevant to the sociocultural context of the
region. The Schools Division Office manages basic
education delivery, and supervises schools and
learning centers, which are the direct implementers
of educational programs for learner development.
• It is important for newly hired teachers to be familiar
with the DepEd organizational strands and the roles
and functions of offices in different structural levels
(central, regional, and division level) for them to have
a better understanding and appreciation of how the
different offices work together. It also helps teachers
know which offices are in charge of concerns that
they may encounter in the field.

Guide for Mentors and Newly Hired Teachers 29

 Session 4: The School Structure

Schools and Learning Centers (LCs)serve as frontline services

of the department. LCs are accountable for education and
learner outcomes. Consistent with the national educational
policies, plans, and standards, the school or learning center
has the following functions:
• take accountability in achieving higher learning
outcomes;
• implement the curriculum and be accountable for
higher learning outcomes;
• provide equitable opportunities for all learners in the
community;
• develop an education program and school
improvement plan;
• create an environment conducive to teaching and
learning;
• lead and manage itself and its resources; and
• establish and manage linkages with stakeholders.
There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school
head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality
educational programs, projects, and services. A core of non-
teaching staff shall handle the school’s administrative, fiscal,
and auxiliary services.

30 The Teacher Induction Program - Core Course 5

 Organizational Structure of a Large Stand-alone Senior High School

Fig. 3. Organizational Structure of a Large Stand-alone Senior High School

DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of
Stand-alone and Integrated Public Senior High School (SHS)

Guide for Mentors and Newly Hired Teachers 31

 Required Task 1: Policy Reading
Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational Structures and Staffing Patterns of Stand-
alone 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.
You may access the DepEd Orders through this link:
DepEd Order No. 19, s. 2016: [Link]

Scenario Answers Feedback

Teacher Leo creates activities to make sure that learners and Librarian/LRMDS Coordinator The librarian ensures efficient
teachers access the place where reading materials and learning The scenario
and effective depicts
access a
to learning
resources are kept. He also crafts a schedule of the Guidance Librarian / LRMDS
resources for teachers and
classes that could visit the place. He coordinates with the School learners, as well
Coordinators duties andas scheduled
Headfor the selection, acquisition, organization, and maintenance of Coordinator/Teacher visits by class groups and
reference and reading materials.
responsibilities.
coordinates with the property
Guidance Counselor custodian and/or Principal
for the selection, acquisition,
organization, and maintenance of
Subject/Learning Area reference and readingmaterials.
Coordinator/ Department
Head The prefect of discipline or the
Teacher Lorrine is handling a case of some Grade 7 learners who Librarian/LRMDS Coordinator guidance counselor is responsible
were caught cheating by their adviser. She calls the attention of The scenebehavior
for student portrays an
management
the parents and reports to them what the learners did. Since it is Guidance action by the guidance and
linked to specific roles
the first incident, the learners are reprimanded and reminded of the functions and makes the learners
counselor in dealing with
importance of honesty and of not cheating. Coordinator/Teacher adhere to the policies, procedures,
cheating students.
and activities that encourage
goodbehavior in the school.
Guidance Counselor

Subject/Learning Area
Coordinator/ Department
Head

32 The Teacher Induction Program - Core Course 5

 Scenario Answers Feedback
Teacher Steffi is conducting a career guidance and advocacy Librarian/LRMDS Coordinator The scenario depicts a
seminar to Grade 12 learners focusing on the four exits envisioned Subject / learning Area
for SHS graduates—namely, higher education, entrepreneurship, Guidance Coordinator/ Department
employment, or middle-level skills development. Afterward, she Head duties and
gives them a survey to answer on what they plan for their career Coordinator/Teacher
development after SHS.
responsibilities .
Guidance Counselor

Subject/Learning Area
Coordinator/ Department
Head
Mark Anthony is preparing a budget plan for the continuous Guidance Coordinator/Teacher The scene portrays an
improvement of the school for the month of August. He is also action by the Guidance
preparing the financial report for themonth of July. Both reports are Librarian/LRMDS Counselor in dealing with
subject to the approval of the School Head. cheating students .
Coordinator Guidance

Counselor

Administrative Officer

Miss Rhea prepares the receipt, issuance, maintenance, and Librarian/LRMDS Coordinator The scenario depicts a
safekeeping of supplies, materials, and equipment and other Subject /Learning Areas
properties and facilities of the school. She also conducts and School Nurse Coordinator / Department
maintains the inventory of properties and prepares the required Head duties and
reports for the SchoolHead’s reference.v Property
responsibilities.
Custodian

Feeding Program Coordinator

Guide for Mentors and Newly Hired Teachers 33

 Key Topic 5: School-based
Management (SBM)
The School-based Management
(SBM) is an initiative of the Department
of Education to decentralize and
empower the school communities to
enable them to actively participate
in the continuous improvement of
schools towards the attainment
of higher pupil/student learning
outcomes. With SBM, the school
is regarded as a key provider of
education. The SBM empowers
the school’s key officials to make
informed and localized decisions
based on their unique needs toward
improving our educational system
(DepEd Memo no. 386, s. 2009).

34 The Teacher Induction Program - Core Course 5

Required Task 2: Scenario Analysis
the concerned students . She should also notify the bully
To foster harmonious relationships with the wider school
student’s parents or guardians so that they can discipline
community, it is important to involve learners, parents,
and other stakeholders in identifying and resolving their child.
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?

To avoid such bullying among the students , she

needed to first approach the science teacher and request
if she was able to attend the class on time . On the other
hand , she needed to seek assistance from the guidance
councilor to provide adequate procedures for disciplining

Guide for Mentors and Newly Hired Teachers 35

 Scenario 2 Scenario 3
Teacher Mary Ann, a fellow teacher whom you consider Lito, the class president of your advisory class, was
a friend, messaged you on Facebook and told you that elected as the president of the Supreme Student
she will be absent tomorrow. She asked you to substitute Government (SSG). After three months, his subject
all her five classes. Without letting you respond, she teachers are having trouble with his class standing
already sent you the learning materials for her lessons because of his frequent absences and non-submission
tomorrow. However, you also have classes to attend and of required written and performance tasks. Lito is getting
your learners are expecting to deliver a performance overwhelmed with the various school activities he
task that they prepared for. What are you going to do as manages. What are you going to do as the adviser?
a colleague and who should you direct her to?

I’ll inform my chairman It is my responsibility as a teacher

to assist me with the class to keep an eye on my students.
schedule and what we need do to First, I’ll speak with a colleague to
arrange the classes so that they gather concerns about Lito then,
don’t conflict with other classes, I’ll speak with Lito and together
and then we’ll discuss what my we’ll manage his schoolworks and
colleague did. devise a strategy to reduce his
overworked activities and improve
his performance.

36 The Teacher Induction Program - Core Course 5

Session 5: Common/Standardized School Key Topic 1: Adoption of School Forms and
Forms Standardization of Permanent Records

Required Task 1: Preliminary Activity

Let us find out how familiar you are with school forms. Rate
Estimated time required: 1 hour your level of familiarity with the school forms listed. Tick/
check your response. Choose only one answer.
Legend: K – Kinder
Required Tasks
ES – Elementary School (Gr. 1 to 6)
The following are the tasks in this module.
JHS – Junior High School (Gr. 7 to 10)
• Reading activities
• Checklist SHS – Senior High School (Gr. 11 & 12)

• Scenario Analysis
• Interview
• Writing Activities
• Quizzes

Required Resources
• Philippines, Department of Education. Adoption of
New School Forms for Kindergarten, Senior High
School, Alternative Learning System, Health and
Nutrition and Standardization of Permanent Records
(DO 58, s. 2017). Pasig City: DepEd Orders, 2017.
• Philippines, Department of Education. Guidelines on
the Preparation and Checking of School Forms (DO
11, s. 2018). Pasig City: DepEd Orders, 2018.

Guide for Mentors and Newly Hired Teachers 37

 Answer Very Needs
Standardized School Forms Familiar
only if Famili Further
teaching ar Information
in…
School Form (SF) 1 – School Register ES, JHS, SHS /
SF2 – Daily Attendance Report of Learners ES, JHS, SHS /
SF3 – Books Issued and Returned ES, JHS, SHS /
SF4 – Monthly Learner’s Movement and Attendance ES, JHS, SHS /
SF5 – Report on Promotion and LearningProgress andAchievement K, ES, JHS /
SF5A – End of Semester and SchoolYearLearner Status SHS /
SF5B – List of Learners with Complete SHSRequirements SHS /
SF6 – Summarized Report on Promotion ES, JHS, SHS
/
SF7 – School Personnel and Assignment List and Basic Profile ES, JHS, SHS /
SF8 – Learner’s Basic Health and Nutrition Report K, ES, JHS, SHS /
SF9 – Learner’sProgressReport Card ES, JHS, SHS /

SF10 – Learner’s Permanent Record ES, JHS, SHS /

(Answers vary. The answers can be used by the mentor to help the mentee/newly-hired teacher about the school form/s he/she
is unfamiliar with.)

38 The Teacher Induction Program - Core Course 5

Key Topic 2: The K to 12 and the New Standardized Required Task 2: Reading
School Forms Read DO 58, s. 2017 – Adoption of New School Forms
for Kindergarten, Senior High School, Alternative Learning
System, Health and Nutrition and Standardization of
With the nationwide implementation of the K to12 Basic Permanent Records. (URL, hyperlink)
Education Program, particularly of Senior High School (SHS),
and the intensified implementation of the Alternative Learning
System (ALS), the Department of Education (DepEd) issued
a policy, DepEd Order No. 58, s. 2017 or the Adoption of Key Topic 3: School Forms
New School Forms for Kindergarten, Senior High School,
Alternative Learning System, Health and Nutrition and
Standardization of Permanent Records, that institutes new The set of modified school forms provides information
forms to be used in schools and other institutions delivering that are significant in planning, resource allocation, and
basic education (particularly Kindergarten, SHS, and ALS) performance monitoring and evaluation. The use of these
and standardizes the forms for the learners’ health and forms is mandatory in all public schools.
nutrition and permanent records.
You should become familiar with the following School Forms
This set of new, standardized school forms provide significant and their descriptions, codes, and, where applicable, Grade
information that is valuable in making evidence-based Levels as stipulated in DepEd Order 58, s.2020.
assessment, planning, resource allocation, performance
monitoring and evaluation. The use of these forms in all
public schools is mandatory. No other forms will be used
as official documents in public schools nationwide unless
approved (DO 58, s. 2017).

Guide for Mentors and Newly Hired Teachers 39

 SCHOOL FORM DESCRIPTION CODE GRADE
LEVEL
School Form 1 – School Register A list of learners who are officially enrolled and attending classes SF1 ES, JHS
SF1-SHS SHS
School Form 2 – Learner Daily A list of the learners’ daily attendance SF2 ES, JHS
Attendance Report
SF2-SHS SHS
School Form 3 – Books Issued and A list of books and other reading materials issued to the SF3 ES, JHS
Returned learners, and returned to the issuing authority
SF3-SHS SHS
School Form 4 – Monthly Learners Summary number of learners who moved in/out of the school SF4 ES, JHS
Movement and Attendance Report during the month
SF4-SHS SHS
School Form 5 – Report on Promotion Alist of the learners’ academic performanceand result of SF5-K K
and assessment by the end of the school year
Level of Proficiency SF5 ES, JHS
School Form 5A– End of Semester and School Alist of the learners’ academic performanceand result of
SF5A-SHS SHS
Year Learner Status assessment by the end of the semester and
school year
School Form 5B – List of Alist of Grade 12 learners who completedSHSrequirements and
SF5B-SHS SHS
Learners with complete SHS are candidates for graduation
Requirements
School Form 6 – Summarized Report on Summary number of learner status by the end of the semester SF6 ES, JHS
Promotion and Level of Proficiency and/or school year
SF6-SHS SHS
School Form 7 – School Personnel A list of the school personnel’s profile and official duty, SF 7 ES, JHS
Assignment such as
List and Basic Profile teaching assignments,ancillary responsibilities, etc. SF7-SHS SHS
School Form 8 – Learner’s Basic A record of learner’s health and nutritional assessment SF8 K, ES, JHS
Health and Nutrition Report
SF8-SHS SHS

40 The Teacher Induction Program - Core Course 5

 SCHOOL FORM DESCRIPTION CODE GRADE
LEVEL
School Form 9 – Learner’sProgress Report An individual, periodic report of a learner’s academic achievement SF9 -ES ES
Card per grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s An individual record of a learner’s academic achievement per level SF10-ES ES
Permanent Academic Record
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) A list of potential ALS learners identified during the mapping
AF1 -
Form 1 – List of Mapped and activities
Potential Learners
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest to
AF2 -
enroll in ALS Program
ALSForm 3 – Master List of Enrolled Learners A record of learners who are officially enrolled in ALS classes and
and End of Program Assessment their individual assessment status at the end of the program for -
the calendar year. AF 3
ALSForm 4 – Master List of A&ERegistrants A list of candidates qualified to take the A &E accreditation and
AF4 -
equivalency exam.
ALS Form 5 – Learner’s Permanent A record of learners’ basic personal profile and learning
AF5 -
Record performance

Guide for Mentors and Newly Hired Teachers 41

 Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.
Situations Answers Feedback
Teacher Joanne is a newly hired substitute teacher. SF3 A list of books and other reading materials issued to the
She received a letter that a school learners, and returned to the issuing authority.
stakeholder would like to know what reading
materials are needed in her class. In order to
identify the learning areas which have limited books,
what school form shall she consult?
Mrs. Anne, a parent, came to Teacher Danica, a SF2 Show SF2 daily Attendance report as evidence.
teacher-adviser, complaining for the remarks given in
the report card (SF10), “It would be helpful if
you come to school on a regular basis,” the parent
complained that her child 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 finding school SF8 A record of learner’s health and nutritional assessment.
stakeholders that could help her class in the feeding
program. The majority of her learners have aBody
Mass Index (BMI) outside the healthy range. What
school form informed her about this?

Parents need to be regularly informed of their child’s SF9 A list of the learners’ academic performance and esult of
academic achievement but you failed to inform them. assessment by the end of the school year.
What school form was not properly issued?

Jeanne Therese, a Grade 4 student, was SF2 Show attendance as evidence.

accidentally hit by a car outside the school
during class hour. You were given a complaint of
negligence on your part as a teacher. You
explained that the child was absent in class
that day. What school form would support
your testimony?

42 The Teacher Induction Program - Core Course 5

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.

Data Needed SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10

School Name and ID / / / / / /

District/Division/Region / / / / /

Name of Adviser / / / / /

Final Rating / / /

LRN / / / /

Nutritional Status /

Nature of Appointment/ Employment Status

End of School Year Status / /

Registered Learner as of End of the Month /

Book/Module Title /

Guide for Mentors and Newly Hired Teachers 43

 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 Forms to be used Answer

AF3 AF3 refers to a record of
1. Official lists of learners enrolled in ALS learners who are officially
enrolled in ALS classes.
AF2 AF2 refers to a Basic
2. Basic information of individuals who signified interest to enroll in ALS information sheet of
individual who signified
interest to enroll in ALS..
AF1 AF! Is refers a to list of
3. Record of learners after the mapping activity done in community mapped learners.

AF5 AF5 refer to a leaners

4. Report of learners’ learning progress progress and permanent
record.
5. List of candidates qualified to take the Accreditation & Equivalency AF4 AF4 refers to list of
candidates qualified to take
Test
the A & E test.

• 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 , 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 SF-6 Summarized Report on Promotion , SF7- School Personnel and Assignment List and Basic profile ES,
JHS. SHS , SF8- Learner’ Basic Health and Nutrition Report , SF9- Learner’s Report Card , Sf10- Learner’s Permanent Record .
• These are the following ALS form : Form 1 – A list of potential ALS learners identified during the mapping AF2 -A basic information sheet
of individuals who signified interest toenroll in ALS Program AF3- A record of learners who are officially enrolled in ALS classes and
their individual assessment status at the end of the program for the calendar year. AF4- A list of candidates qualified to take the
A & E accreditation and equivalency exam. AF5- A record of learners’ basic personal profile and learning performance.

44 The Teacher Induction Program - Core Course 5

Summary

SFs 1, 2, 4, 5, 6, and 8 are used to record data of learners

in elementary level (Grades 1 to 6), junior high school level
(Grades 7 to 10), and Senior High School (Grades 11 and
12). SF3 captures information related to learner materials
distribution and SF7 collects information about each school
personnel’s current official duty or teaching assignments.
SF9 is the Progress Report Card and SF10 is the permanent
record. Only SFs 5 and 8 are prepared in the Kindergarten
level.

Guide for Mentors and Newly Hired Teachers 45

 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 Reliability

As a teacher, I am responsible for all forms an Student’s evaluation and assessment are highly
reports that I produce. I will ensure that any data important, which is why ay records and forms must
entered into the forms is genuine and proper, it is be truthful and correct at all times and the the
my responsibility to check, prepare and handle the teacher must exercise the validity of the forms that
information with care. he or she prepares.

Efficiency Accuracy

Teachers must be organized and plan how to To verify the authenticity of data on school forms,
efficiently prepare school forms and essential teachers must be meticulous in their preparation,
records to ensure minimal errors. They must also cross-checking and using a ‘slowly but surely’
carefully check what they input/encode in the method to ensure that the information data are
records. accurate.

46 The Teacher Induction Program - Core Course 5

Key Topic 1: Preparation and Checking of School
Forms

The preparation and checking of school forms, undertaken

to ensure the quality and consistency of learner information,
are among the critical activities conducted at the end of
every School Year (SY). The DepEd hereby prescribes,
thru DO 11, s. 2018, the standard process and protocols in
the preparation, evaluation, and updating of school forms
conducted at the end of every school year to provide a
reliable assurance mechanism of learner information, ensure
the quality and timeliness of school reports, and reduce the
resources spent for clerical and records management.

Anchored on the principles of accountability, accuracy and

reliability of data and efficiency, DepEd has simplified the
procedures on how to efficiently prepare the school forms.
DepEd has prescribed standard process and protocols in
the preparation, evaluation, and updating of school forms
(DO 11, s.2018).

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.

Guide for Mentors and Newly Hired Teachers 47

 Questions Answers Feedback
Teacher Jopay, a Grade 1 teacher, prepared FALSE SF10 should be attached the copies of pertinent
2 copiesof SF10-ES without attaching any records like ECCD and birth certificate for
documents for the checking of her forms. cross checking of information/ data of learner.

Teacher Rochelle, a Grade 7 class FALSE Teacher may ask the SF10 ES on students
adviser, could not encode the SF10-JHS of former school.
one of her learners because of the absence of
SF10-ESasthe attachment.

Aira finished the Grade 8 level and would like FALSE If the student continues to study at the same
to continue her studies in the same school, the SF10 will be sent to the new adviser
school. She asked for her SF10 and would like by the former adviser.
to submit it to her soon-to-be adviser.

Che-che transferred out to continue TRUE

Grade 11 to another school, she needs
to bring a photocopy of her SF10.

Upon the receipt of the written request, TRUE

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

48 The Teacher Induction Program - Core Course 5

Tasks of the Class Adviser
• At the beginning of the SY, collect supporting
documents (PSA Birth Certificate, Baptismal
Certificate or any equivalent document) to establish
the identity of each learner assigned to his/her
advisory class
• If the learner came from another school, coordinate
the transfer of the Learner’s Permanent Academic
Record and validate its authenticity
• Observe due diligence in encoding the learner’s
basic information into the LIS to avoid issues in data
accuracy and reliability
• After encoding all learner information in the LIS,
generate SF1 (serve as the official enrolment list
and as reference in any other reporting) using your
system account
• Download SF2 from the LIS with pre-loaded names
of learners and forward to the school head for
assessment, consolidation, and preparation of SF4
• At the end of the SY, once the computation of final
rating for each learning area is done, transfer these
grades from your class record into SF10 as the
basis for updating each learner’s status (promoted,
conditionally promoted or retained) in the LIS
• SFs 5 and 6 for your class can be generated from
the LIS using the school level access accounts.
• These four (4) SFs (SF1, SF4-February & March,
SF5 and SF6) generated from the LIS shall be the
focus of checking and should be supported by the
appropriate documents.
• For graduating/moving up levels (Kinder, Grades 6,
10, & 12), prepare awards and/or certificates and
check against the SF1 for consistency.

Guide for Mentors and Newly Hired Teachers 49

 Fig. 4. Focus Areas of Checking and Means of Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

50 The Teacher Induction Program - Core Course 5

 Fig. 5. Standard Process and System Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

Guide for Mentors and Newly Hired Teachers 51

 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
• I think its hard to prepare and • Its not that hard if you do it • After checking of forms, I
check the forms ahead of time. realize that you have to double-
• At first, I thought the forms were • Easy to accomplish triple check
complex and difficult to
accomplish
THINK

• When I consider the forms that • I am happy because its easy if • I feel sense of relieved whenever
must be completed, I am you really work hard on it. we are accomplishing the forms.
perplexed. • I’m content because its simple if • Every time we finish the forms, I
• Exited and afraid at the same you put in the effort. feel motivated to reassure all the
time. forms that we accomplished.
FEEL

• I ask old teachers how to prepare • I prepare ahead of time; I do it as • After checking we check the
the forms. soon as possible whenever I other pertinent documents
• I study how to accomplish and have spare time on doing the attached on the forms.
prepare forms forms. • We go over the other documents
• Whenever I have free time and included to the forms.
DO
its feasible, I do the forms

52 The Teacher Induction Program - Core Course 5

Summary

References (Documents Output (Reports/Forms

Responsible Person
to be Checked) to be Validated)
Compile supporting documents Ensure that the following SFs
particularly on the learner’s generated from the LIS are
eligibility for admission, such correct:
as:
• PSA Birth Certificate/another
equivalent document SF1 – School Register
Class Advisers • SF9 (formerly Form 138) and SF2 – Learner Daily Attendance
SF10 Report (for the months of February
• (formerly Form 137),or ECCD and March only)
Checklist, Kindergarten
SF5 – Report on Promotion and
Progress
Level of Proficiency (including SF5-K,
• Report,andCertificate ofCompletion SF5A-SHS and SF5B-SHS for
for Kinder Grade 12)
• PEPT/PVT/A&E Certificate (if
applicable)

Familiarity with DepEd forms is crucial in order to efficiently

accomplish forms that are mandated by the Department.
No other forms will be used as official documents in public
schools unless approved by the Office of the Undersecretary
for Planning and Field Operations.

Guide for Mentors and Newly Hired Teachers 53

 Required Task 3: Quiz
True or False. Indicate whether the following statements are true or false.

Statements Answers Feedback

FALSE The preparations for SF10 begin with grade 1
1. At the end of the school year, a
teachers.
kindergarten teacher will prepare a
report on learners’ progress to inform
parents using SF10.
TRUE
2. Information in the SF1 is consistent with
what is written in the Birth
Certificate.
TRUE
3. The List of Graduates and documents/
reports in relation to the ranking of honors
shall be prepared and checked.
FALSE
4. The learner’s academic records shall be
the basis of the adviser for enrolling or
validating the said learner in the LIS.
FALSE SF2 is for monitoring of learners’ daily
5. SF 2 is the official enrollment list of
attendance.
the class and shall be used as
reference in any other reporting that
requires the list of officially enrolled
learners.

54 The Teacher Induction Program - Core Course 5

Suggested Additional Readings • Kindergarten education shall mean one (1) year of
preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
The Basic Education Information System (BEIS) is a database • Elementary education refers to the second stage of
of education statistics, sector performance indicators and compulsory basic education which is composed of
profile of public and private schools, learning centers and six (6) years. The entrant age to this level is typically
other education service providers. It is a web-based system six (6) years old.
designed to enhance information management at all levels of
the education system (school, division, region and national • Secondary education refers to the third stage of
levels) through streamlined processes and use of information compulsory basic education. It consists of four (4)
and communication technologies. It aims to deliver relevant years of junior high school education and two (2)
and accurate information to school heads, education years of senior high school education. The entrant
managers, policy makers and various stakeholders of the age to the junior and senior high school levels are
education system. Visit [Link] and http:// typically twelve (12) and sixteen (16) years old,
[Link]/ respectively.

The BEIS provides information for planning, quality • There are other teaching and non-teaching personnel
assurance, monitoring & evaluation and other decision- that work together to meet the needs of learners
making activities at all levels of the education system. and the wider school community. Knowledge of the
specific roles and functions of each personnel helps
newly hired teachers know who to approach to seek
support and guidance especially in their early years
Additional Task: Seek the help of the School LIS
of teaching.
Coordinator and get started with LIS.
• School-based Management (SBM) transfers
decision-making authority from the central and
district authorities to the school community and
Summary school leaders to create significant changes in
improving education within their local context.

• The school is an educational institution, private

and public, undertaking educational operation with
a specific age-group of learners pursuing a set
curriculum and receiving instruction from teachers.
It is usually located in a school building/s in a
particular physical or cyber site.

Guide for Mentors and Newly Hired Teachers 55

 Module 2 – Relevant Laws for Teachers Required Resources

Intended Module Learning Outcomes

At the end of this module, you should be able to: • PRC Resolution No. 435, s. 1997 on Code of Ethics
for Professional Teachers
1. cite specific provisions in the laws that are
• Republic Act No. 4670 on The Magna Carta for
applicable to specific scenarios in the field;
Public School Teachers
2. identify practices that uphold the dignity of teaching • Republic Act No. 10627 on Anti-Bullying Act of
as a profession; 2013
3. develop practices that promote fairness, respect,
and care; and
4. appropriately respond to scenarios in the field
dealing with education stakeholders.

Module Outline
Session 1: Magna Carta for Public School Teachers
Session 2: Code of Ethics for Professional Teachers
in the Philippines

Estimated Time Required: 3 hours

Required Task:
• Policy reading
• Scenario analysis
• Case study
• Reflections
• LAC sessions

56 The Teacher Induction Program - Core Course 5

Session 1: Magna Carta for Public School Who is covered under the Magna Carta?
Teachers The Act applies to all public-school teachers except those in
the professorial staff of state colleges and universities.
Key Topic 1: Republic Act No. 4670
As used in the Act, the term “teacher” shall mean all persons
Did you know? engaged in classroom teaching, in any level of instruction on
full-time basis, including:
Magna Carta translates to “The Great Charter.” The term is
used to refer to the charter of English liberties granted by  guidance counselors
King John on June 15, 1215 (Stenton, 2020). It is one of the
most important documents in history as it established the  school librarians
principle that everyone is subject to the law, even the king,  industrial arts or vocational instructors
and guarantees the rights of individuals, the right to justice,
and the right to a fair trial (Eleftheriou-Smith, 2015). The  and all other persons performing supervisory and/
Magna Carta for Public School Teachers aims to improve or administrative functions in all schools, colleges,
the social and economic status of public school teachers and universities operated by the Government or its
in basic education, their living and working conditions, political subdivisions
employment, and career prospects.
but shall not include:
As teachers’ efforts are being recognized in building the
 school nurses
nation, a law was passed to look after the welfare of the
public-school teachers and to promote, improve, and secure  school physicians
the professional rights of a teacher—known to be the RA No.
4670 or the Magna Carta for Public School Teachers.  school dentists
 and other school employees

Guide for Mentors and Newly Hired Teachers 57

 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.

Input/Response from the

Topic and Page number Queries/Points for
Mentor/s or from the
Clarification
LAC session
Section 11, page Could I be in the same school as my
husband/
Provision for Married Teachers first degree family member?
Section 1 If teachers’ workloads are excessive, how can
Declaration of Policy they promote and improve working conditions?

Section 12 Academic Freedom Is it true that we need to at least 3 years in-

service before we take master’s degree?

Section 23 Comprehension from Injuries Is this compensation available if a teacher

becomes ill or dies because of COVID-19
pandemic?
Section 27 Freedom to Organized Is its conceivable for the teacher to form a
political organization?

58 The Teacher Induction Program - Core Course 5

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:

Related Provisions How should the

Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 1: Teacher Ana is a • Both teachers have different Magna Carta Article II- First and foremost, the Grade Chair
Science teacher in a Senior High preference and strategies in Recruitment and Career, section Level must convey his problem
School and has been very active teaching. 10- No Discrmination directly to Teacher Castro and
in fostering a variety of learning • The Grade Level Chair did not discuss it; if they cannot agree on
strategies to engage her learners approach Teacher Castro about their respective teaching styles,
in learning their topics. She how to address the situation and they must take their concerns to
would mostly ask her learners to reach an agreement. their school’s principal.
do outdoor activities, explore the
surroundings and come up with
hypotheses related to their topic.
Teacher Jurado, the 53-year-
old 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.

Guide for Mentors and Newly Hired Teachers 59

 Related Provisions How should the
Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 2: Teacher Connie • The veteran teacher should set a Article II They can handle these difficulties
was a newly-assigned English positive example for the new Section 10 No Discrimination after class, when instructor Connie
public school teacher in Mataas teacher, particularly in terms of Section 12 Academic Freedom can express her concerns about
na Nayon High School, and as classroom management. what happened earlier, and if the
she started to adapt in the new • The seasoned teacher exploited season teacher does not agree or
setting of the school, she or misunderstood Article II- has violent emotions, they can
noticed something in one of the Section 12 of the Magna Carta. speak with their school’s principal
more seasoned teachers in the to resolve their issues.
same department whose
classroom is just next to her.
Most of the time, she would
observe 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 keepher frustration, she
went to the classroom of her co-
teacher 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.

60 The Teacher Induction Program - Core Course 5

 Related Provisions How should the
Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 3: Teacher • Teacher Antonio might not be V. LEAVE AND RETIREMENT The school head can discuss the
Antonio is an Araling approved because he is only BENEFITS Magna Carta Provissions related to
Panlipunan Teacher in public taking up 5 years. Section 24. Study Leave the study leave section.
high school for 5 years. He • We are entitled to study leave
is taking up his Master’s Degree not exceeding one school year
in Demographics and now in his of service
final year to finish the program.
He would only need to complete
his Thesis Study to fully
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 Grade Level Coordinator must VI. TEACHER’S Conduct a conference on a
Sareemah moved from recommend or be aware of her ORGANIZATION schedule that conflicts with their
Mindanao to Pampanga and was collegues’ demographic profile. Section 10. No Discrimination. class and other activities, so they
successfully employed to teach in • Work and religion must be can manage their time for both
a public school. Rooted in her respected by having an internal ventures and discuss agreements.
Islam culture and tradition, timetable agreement. There shall be no discrimination
Teacher Sareemah wishes to (i.e. gender, cultural, religious,
practice her customs as a disability, etc.
Muslim, like not eating pork,
wearing her hijab when going to
school, and praying five times a
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).
Guide for Mentors and Newly Hired Teachers 61
 Related Provisions How should the
Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 5: Teacher Alonzo • The influential TV program Article II- Recruitment and career She can appeal and rely on Magna
saw his photo being shared in didn’t conduct an investigations Section 8. Safeguards in Carta Section 8; she can also use
social media by one of the and research with regards with Disciplinary Procedure. the TV show for airing and
influential TV programs that the concerns of the student. conducting the program without her
hails itself as the program that • Posting her picture without her authorization.
gives justice to the poor and consent is prohibited.
disadvantaged. As he clicked the
link of the program, there on his
screen was the interview with
one of his learners who told
the host that her teacher,
pertaining to Teacher Alonzo,
didn’t give her the chance to
make up for all her missed
quizzes and was ridiculed
by him in front of the class.
Knowing the truth, Teacher
Alonzo was enraged by the false
accusations of the student
until he received a call from his
principal and asked him to explain
the matter to his office since
they are being pressured by the
TV program to give his
statement.

62 The Teacher Induction Program - Core Course 5

 Related Provisions How should the
Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 6: After strong Altough Teacher Carla’s intentions VI. TEACHERS To keep him from carrying out the
typhoons that caused multiple were excellent and she took the ORGANIZATION responsibilities assigned to her
damages on the production initiative to help, her method of Section 27. Freedom to Organize. position in the organization, she
of the commodities in their assisting did not comply with th Section 28 (b). Discrimination should contact her school/principal
area farmed and tilled by the Magna Carta. Against Teachers Prohibited. about it, get consent, discuss the
parents of the learners of She should inform and obtain activity , and have their approval
Teacher Carla, she felt permission from her school before proceeding.
compelled to do something to head/school authority.
help them, particularly in
providing for their essential
needs. 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.
Guide for Mentors and Newly Hired Teachers 63
 Related Provisions How should the
Scenario Issues and concerns
in the Magna matter be
Carta properly
resolved?
Scenario 7: Teacher Justine She didn’t inquire with the V. LEAVE AND RETIREMENT She can apply for maternity leave
is excited about giving birth to administration or the school head BENEFITS ahead of time by alerting the
her first baby as a public-school about what would happen if she Section 25. Indefinite leave school’s administration and
teacher for just over three years gave birth sooner or later after principal.
in Macalintal National Science requesting the leave, or what
High School. She is in the third provisions and benefits she could
trimester of her pregnancy and be entitled.
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.

64 The Teacher Induction Program - Core Course 5

Required Task 3:

LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master Teacher
or an invited external resource persons can conduct the LAC session) see: DO_
s2016_035.pdf ([Link])
Challenge your understanding of the Magna Carta for Public School Teachers and
explain how the following provisions affect your professional duties as a teacher.
Choose only 3 provisions that were identified below and discuss it with your mentor
or colleagues in a LAC session. Keep the essential question in mind while discussing:
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 yourprofessional Notes from the LAC
Public School Teachers duties as a teacher session
1. Section 13. Teaching Hours. Any teacher engaged in actual Any teacher engaged in actual III. HOURS OF WORK AND
classroom instruction shall not be required to render more than classroom instruction shall not be REMUNERATION
6 hours of actual classroom teaching per day. Provided, however, required to render more than six hours Section 13. Teaching Hours (Refer to
that where the exigencies of the service so require, any teacher of actual classroom teaching per day, Magna Carta for Professional Teachers)
may be required to render more than 6 hours, but not which shall be scheduled to allow him
exceeding 8 hours of actual teaching hours a day. time to prepare and correct exercises
and other work incidental to his normal
teaching duties.
[Link] [Link]. There shall be no discrimination To avoid conflicts, we can conduct a II. RECRUITMENT AND CAREER
(i.e., gender, cultural, religious, disability, etc.) whatsoever in the internal agreement so we can manage Section 10- No Discrimination “Should
entrance to the teaching profession, and/or during in exercising our time for both ventures however, we prioritize our profession”
its duties or evenin the termination of tenure in service. should priority our profession and duties
in all means.

3. Section 27. Freedom to Organize. Public school teachers shall We can join or start organizations as VI. TEACHER’S ORGANIZATION
have the right to freely and without previous authorization both long as we advise our school principal, Section 27.
to establish and to join organizations of their choosing, whether and it does not interfere with our tasks Section 28
local or national to further and defend their interests. or jeopardize our professional. Section 29

Guide for Mentors and Newly Hired Teachers 65

 Provisions in the Magna Carta for Implications for yourprofessional Notes from the LAC
Public School Teachers duties as a teacher session
[Link] 8. Safeguards in Disciplinary Procedure. Because social media and other people II. RECRUITMENT AND CAREER
Every teacher shall enjoy equitable safeguards at eachstage of can distort a situation or story, I agree “Everyone, especially teachers is
anydisciplinary procedure and shall have: with this section of the Magna Carta. It entitled to due process, we must
may act as a safeguard for us teaches preserve our dignity and profession.
a. the right to be informed, in writing, of the charges; and we can defend ourselves by using
b. the right to full access to the evidence in the case; this.
c. the right to defend himself and to be defended by a
representative of his choice and/or by his organization,
adequate time being given to the teacher for the
preparation of his defense; and
d. the right to appeal to clearly designatedauthorities.

5. Section 24. Study Leave. In addition to the leave privileges We, as teachers, are entitled to V. LEAVE AND RETIREMENT
now enjoyed by teachers in the public schools, they shall be professional progress, we must continue BENEFITS
entitled to study leave not exceeding one school year after seven to study and develop skills in order to Section 24. study Leave
years of service. Such leave shall be granted in accordance with cope with changing generations, hence, “Spend money and time wisely”
a schedule set by the Department of Education. During the period we must be knowledgeable of the
of such leave, the teachers shall be entitled to at least sixty per requirements of section 24, and we must
cent of their monthly salary: Provided, however, That no teacher adhere to and prioritize the latter’s
shall be allowed to accumulate more than one year study leave, principles.
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.

66 The Teacher Induction Program - Core Course 5

Summary

1. The Magna Carta for Public School Teachers intends

to promote and improve the teachers’:

 social and economic status

 living and working conditions

 terms of employment

 career prospects

2. This Act aims to:

 compare the teaching profession favorably

with existing opportunities in other walks of
life

 attract and retain in the teaching profession

more people with the proper qualifications

3. It is recognized that advancement in education

depends on the qualifications and ability of the
teaching staff.

4. Education is respected to be an essential factor in

the economic growth of the nation as a productive
investment of vital importance.
5. Knowing and understanding the relevant laws in
education will provide an insight and guidance into
the rights and responsibilities in practicing your
professional duties as a public school teacher.

Guide for Mentors and Newly Hired Teachers 67

 Session 2: The Code of Ethics for What did you learn about the discussion with your mentor?
Did your perspective change when you discussed the
Professional Teachers
scenario with your mentor?
Key Topic 1: Code of Ethics for Professional
Teachers

The Code of Ethics for Professional Teachers serves as

In article IX section I of the code of
a guide for teachers to exhibit professional disposition in Ethics for professional teachers must
the learning community at all times. It is imperative that you Maintain cordial relations with parents
observe and practice this set of ethical and moral principles,
standards, and values. In everyday life, you are confronted with , however, in section section 2,
the challenges to do the right thing. When you are faced with the teacher must also inform the
professional decisions that seem to have ethical implications,
there are conditions and provisions of the Code of Ethics that learner’s progress and deficiencies,
will guide you to determine the best actions. so teacher Antonio
Required Task 1: Scenario Analysis must inform the guardian in a
Read the Code of Ethics for Professional Teachers and reflect Respectful manner about what his
on your practice as a teacher. Guided by your understanding
of the Code of Ethics for Professional Teachers, identify the Child did in English class, listened
provisions that can guide you to come up with the best action. to the complaint with sympathy and
Discuss with your mentor and write your answers on the space
provided in each number.
Refered it to the teacher concerned
Scenario 1: Teacher Antonio received a complaint from the
for clarification, they can also have
father of one of his advisory students regarding the grade of agreement on how to improve the
his daughter in English. The father told him that the student Students’ performance and
struggles in English but she is very persistent to learn. He
insisted that his daughter did not deserve to receive a failing additional activities to be able
mark and demanded a reconsideration. However, Teacher To get high grade in English.
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.

68 The Teacher Induction Program - Core Course 5

Key Topic 2: Provisions of the Code of Ethics for
Professional Teachers
Since, it was specified in the code of ethics,
As mandated in the Code of Ethics for Professional Teachers, Article VII-Section 3- the school must
you have the responsibility to interact positively with parents, Deploy disciplinary verbal actions and
community members, and other stakeholders in the school.
Communication with parents must be conducted regularly
discuss
and be kept professional and free from arguments. If you have What possible actions may be received with
an issue with parents, community members, or stakeholders, The concerned teacher.
it must be presented during meetings and conferences. As
a teacher, you must recognize that education is a public
service. Strive to keep the public informed of the programs, Article V- Section 5. It shall be the
projects, and activities of the school. responsibility
Of every teacher to seek correctives for what
Scenario 2: He may appear to be an unprofessional and
Teacher Ronnie has been teaching for the last five (5) years unethical conduct
in a public elementary school. Every time his principal Of any associates.
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?

Guide for Mentors and Newly Hired Teachers 69

 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.

I will negotiate with the principal and inform

Her that I need to take the examination, as
mentioned in Article VII Section-3 School
leaders shall support and attend to the
professional progress of all instructors. In
exchange for my absence, I will offer to invite
an external resource person who can
contribute to the Reading Camp’s success.

70 The Teacher Induction Program - Core Course 5

 Prompt Answer Feedback
If you were in the situation of Teacher Dina, d. I will negotiate with the principal Think of the most plausible solution that could be
what would you do? and tell her that I need to take the equally beneficial to both parties. The school principal
examination. To recompense my has the authority to decide which options are best in
a. I will just pronounce my absence during the absence, I will offer to invite an a particular situation. In the same way, as a proactive
Reading Camp without having the principal’s external resource person that could teacher, present options that align with your
permission. help in the success of the Reading values as educators and find a common
Camp. ground.
b. I will follow the advice of my principal and
request for an excuse letter that I can
give to the university.
(refer to Article VII Section 1 and Section 3 of the Code
c. I will negotiate with the principal and tell her of Ethics for Professional Teachers)
that I need to take the examination in
order to proceed to my master’s 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.

Guide for Mentors and Newly Hired Teachers 71

 Prompt Answer Feedback
Whichof the following provisionsin the Code of b. Sections 1 and 3 of Article All school administrators must treat teachers with
Ethicsfor ProfessionalTeachers covers the particular VII professionalism, helpfulness, and sympathy at all
scenario? times , school authorities must promote and attend to
the professional development of all teachers under
their supervision, including recommending them for
advancement.
a. Sections 1 and 2 of Article VI
b. Sections 1 and 3 of Article VII

c. Preamble

d. Section 6 of Article II

72 The Teacher Induction Program - Core Course 5

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 Implications for your Notes from the LAC session
Ethics for Professional professional duties as a
Teachers teacher
Scenario 1: Teacher Suzette is a new teacher in Mapayapa It doesn’t matter to me if I have to leave Time Management
High School and was appointed as the Campus Journalism school late if it’s necessary and work-
advisor while also handling a Grade 9 advisory related, as long as I can finish coaching
class. She always arrives early for her morning classes and mentoring students. To avoid being
and leaves school late in the afternoon to finish coaching late for work, I’ll create a timetable and
student- journalists. Her mentors and colleagues always manage my time, and if there is any
remind her that she should work smartly and spare in the morning, I’ll arrange
avoid staying at school very late. coaching/mentoring.

Scenario 2: Teacher Arthur is a first-year HUMSS teacher As professionals, we should avoid Prioritize Work
who teaches primarily Grade 12 learners. At the end of situations like this, especially if our jobs
the year, several of the seniors invited him to a are on the line. I’ll speak with my
graduation party including some teachers. His students students and inform them that I’ll be
wanted their teachers to join the party to celebrate the missing an important meeting.
graduation of their batch. The Faculty Coordinator called a
meeting to discuss the graduation ceremony. Majority of
the faculty decided not to go but your students are
pleading for you to come.

Scenario3: Teacher Larry is aGrade 10 Science teacher. He Since my student failed in periodical Have plan B for your expenses.
had been struggling financially since her wife’s deposition exam and I am not allowed to offering
from work. The parents of one of his students asked tutoring services. I will recommend my
Teacher Larry to tutor their daughter since they found out student to my other colleague who can
that she failed her periodical exam. However, conduct the tutor services and advice to
the School Head stressed that teachers should not offer take time to review his lessons.
tutoring services to their learners for remuneration.

Guide for Mentors and Newly Hired Teachers 73

 Provisions in the Code of Implications for your Notes from the LAC session
Ethics for Professional professional duties as a
Teachers teacher
Scenario 4: Teacher Eli, a 55-year-old Grade 11 English A teacher shall maintain a good Code of Ethics Article X
teacher had been struggling with her finances for the reputation with respect to the financial
previous months since she had applied for a loan which matters such as in the settlement of his
she used for her health maintenance and the renovations debts and loans in arranging
of their house. Finding herself in the difficult situation, she satisfactorily his private financial affairs.
had an idea of doing buy-and-sell to her neighbors, but it
did not suffice so she searched for other
opportunities and she identified her learners as one
of her markets. Every 15 minutes before the end of class,
she would bring out her rummage of items that she sellsto
learners and would tell them that if they do not buy at 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 learner in almost all of the A teacher must recognize that the interest Code of Ethics Article VIII Section 2
subject areas, especially Mathematics. While discussing and wellbeing of students are first and
linear equations, her teacher called her up to answer one foremost and must treat each of them
of the equations. She went close to the board trying her fairly and impartially. The teacher should
hardest to answer the calculations, but was not able to inform the class that ridicule her
write the correct answer. When she presented her equation classmate or anybody else is not
to her teacher, she saw her classmates laugh. She felt very permitted.
embarrassed.

74 The Teacher Induction Program - Core Course 5

Required Task: Pledge of Commitment (Portfolio Output) Required Task 2: Answer the following questions
Now that you are done reading and analyzing the different
MY PLEDGE OF COMMITMENT provisions and articles specified in the Code of Ethics for
Professional Teachers, please share your insights focusing
I, MARIE ANN V. REMOTIGUE, of PANAGAAN on the learning that you gained from this session and at the
NATIONAL HIGH SCHOOL having been appointed to same time, other information that you think is necessary to
the position of SCHOOL TEACHER I solemnly swear that understand the Code of Ethics. Discuss with your mentor.
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 I learned that the purpose of the
will obey the laws, legal orders and Decrees promulgated
by the duly constituted authorities of the Republic of the
code of ethics for instructors is to
Philippines and that I impose this obligation upon myself safeguard the rights of all students.
voluntary without mental reservation or purpose of evasion.
Teachers must recognize that by
accepting a teaching post, they are
SO, HELP ME GOD.
agreeing to adhere to the code of
ethics. Teachers must follow and
upload this ethics and apply it all
means because it comes with your
chosen profession.

Guide for Mentors and Newly Hired Teachers 75

 What are your significant learnings? Howwill these learnings be of help to you as a teacher?
Magna Carta and the Code of Ethics for Professional Teachers, I It functions as both a guide and a reminder. The code of ethics is a
learnt, are rules designed to safeguard both students and teachers. guide to follow and uphold. If I have any concerns or need
As a new beginning teacher, I should keep these rules and clarifications, I will go through this with our mentors.
guidelines in mind to aid me in my career.

What other information related to the Codeof Ethics do you want to know? Pleaseelaborate.
Howwill these learnings be of help to you as a teacher?
Teacher’s primary responsibilities to their pupils are outlined in professional code of ethics, which also defines their position in a
student’s life. In the classroom, whether virtual or in person, and their interactions with parents and co-workers, educators must
demonstrate impartially, honesty, and ethical behavior.

76 The Teacher Induction Program - Core Course 5

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.

Once you’re done, kindly input your score here: [26/26]

Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.

Guide for Mentors and Newly Hired Teachers 77

78 The Teacher Induction Program - Core Course 5
 Department of Education

National Educators Academy

of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

80 The Teacher Induction Program - Core Course 5

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Reggie Tuazon
Alma Belarmino Nuñez Maribel Perez Gladys Uy
Rageene Vera Beverlyn Ramirez Maria Lourie Victor
Dueñas Nerio Benito Frankie Delos Santos
Eseo
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

Guide for Mentors and Newly Hired Teachers 81