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TIP Course 5 Module 1 with Answers (Required Tasks)

TIP Course 5 (University of the Cordilleras)

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Module 1 – DepEd Organizational Structure Required Tasks

and Processes
• Reflections
Intended Module Learning Outcomes: • Policy reading
At the end of this module, you should be able • Scenario analyses
to:
1. discuss the history and background of the public • Writing tasks
education system to understand the
• Organizational structure analysis
organizational development of DepEd;
2. address concerns and respond to scenarios in Required Resources
the field u s i n g knowledge of existi ng laws
• Historical Perspective of The Philippine Educational
a n d regulations on DepEd organizational System, [Link]
structure and processes; and deped/ history/
3. respond to real-life scenarios that require the • Republic Act No. 9155 on Governance of Basic
application of the knowledge on organizational Education Act, 2001
structures of the Department and the school.
• Republic Act No. 10533 on An Act Enhancing the
Philippine Basic Education System by
Module Outline Strengthening its Curriculum and Increasing the
Session 1: The Philippine Public Education System Number of Years for Basic Education, 2013

Session 2: DepEd Central Office Optional Readings

Session 3: DepEd Regional and Schools Division • DepEd Order No. 53, s. 2013 on Approval and
Offices Implementation of the 2013 DepEd
Rationalization Program
Session 4: The School Structure
• DepEd Order No. 52, s. 2015 on New
Estimated Time Required: 2.5 hours Organizational Structures of the
Central, Regional, and Schools Division
Offices of the Department of Education

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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

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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 (What are the educational (How does this affect the succeeding
identified in the article?) developments brought by this time public education system?)
Pre-colonial Period period?) Essential learning was prioritized during
Education was informal, unstructured, and this period
devoid of methods. Children were
provided more vocational training and less
academics (3Rs) by their parents and in the
houses of tribal tutors
Spanish Colonial Period Formalization of education with
defined administration and management by
The tribal tutors were replaced by the the Spanish colonial government
Spanish missionaries.
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 allowed it to spread their cultural values, English was adopted as the medium of
particularly the English language, to the Filipino instruction in all public schools
people. Instruction in English language, and
American history, lead to forming of a national
identity and Filipino nationalism.

Contemporary Society Education and modern society have been By implementing a curriculum that responds to
mutually dependent during this historical period. the current needs of society. Which will result in
National societies expect their educational competent students being produced by the
(Third Republic- systems to provide education that supports the school.
Present) preservation and development of their societies'
unique and valued characteristics, as well as
provide their members with relevant education
opportunities to function effectively in society
and in the international world.

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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 thefollowing
reflection questions.
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Guide for Mentors and Newly Hired Teachers 7

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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 co v e rage shall b e both
public a n d private institutions of higher education as well as degree-granting programs in all post-
secondary educational institutions, public and private.

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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 a n d efficient technical education a n d skills de vel opment in support of the
deve lopmen t 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.

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Required Task 2: Reflection Questions

Answer the following reflection questions below 2. Which turning point in the history of the
b a s e d on public education system has huge
the excerpts. implications in the development of
the Department of Education?
1. What educational practices observed in the The colonization made a great impact on how our
historical stages of development are the current educational system was patterned,
foundational elements of education in the
established, and structured. Several changes
Philippines?
were made over time as it aims to develop an
educational system that caters to the needs and
demands of society. The massive influence of the
colonization mirrored the development of our
The Decree of Education in 1863 established the first county’s educational system.
ever educational system in the Philippines. It required
the government to provide school institutions for boys
and girls in every town under the responsibility of the
municipal government, and the establishment of a
normal school for male teachers under the
supervision of the Jesuits. Primary instruction was
free, and the teaching of Spanish was compulsory.
Education during that period was inadequate,
suppressed, and controlled.

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3. What are the implications of the trifocalization

of education in the administration and Key Topic 3: The Governance of Basic Education Act
management of education in the Philippines?

The Republic Act No. 9155, otherwise known as the

The trifocal education system refocused D E C S ’ Governance of Basic Education Act of 2001,
mandate to basic education which covers renames the Department of Education, Culture and
elementary, secondary, and non- Sports to Department of Education (DepEd). The law
formal education, including culture and sports. also serves a s a framework decentralizing
T ES D A now administers the post-secondary, g o ve rn an c e to the field and making the schools
middle-level manpower training and development and learning centers (LCs) the “heart of the
while CHED is responsible for higher education. education system.” It promotes the principle of shared
governance which recognizes that every unit in the
It supervises all elementary and secondary
Department of Education has a particular role,
education institutions, including
task, and responsibility inherent in the office
alternative learning systems, both public and
and for which it is principally accountable for
private; and provides for the establishment outcomes.
and maintenance of a complete, adequate,
and integrated system of basic education To carry out the goals of the department, the DepEd
relevant to the goals of national development. has organized itself into two major structural
components:
- the Central Office that maintains the
overall administration of basic
education at the
national level; and
- the Field Offices - the regions,
divisions, schools, and L C s – 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) a n d will b e 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.

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Guide for Mentors and Newly Hired Teachers 11

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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 a n d responsibilities of, a n d provide resources to, the field offices which shall i m pl e me n t
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 e n a b l e the schools a n d learning centers to reflect the v a l u e s of the co mmun i ty
b y allowing teachers/ learning facilitators a n d other staff to h a v e the flexibility to se rv e
the n e e d s 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.

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Required Task 1: Writing Task

2. RA No. 9155 states that “the school shall be the
Answer the following questions. You may answer each item heart of the formal education system.” How does
in 4-7 sentences. this statement relate to you as a teacher and as a
part of a larger organizational landscape?
1. As part of the DepEd, how can you contribute to
successfully implement programs of the A school is a place where children learn and
Department and carry out its purpose and develop their minds and skills. Teachers should
objectives? Give specific ways a n d e x a m p l e s . not only teach what is written in the book, but
they should also love, care, and have
compassion to their students. Thus, schools shall
I will do my best to help implement the different have a mission and vision to provide the best
programs of the Department of Education; and carry possible basic education for all.
out its purpose and objectives through by being an
innovative, dedicated, efficient and effective teacher
that promotes quality education for all.

Guide for Mentors and Newly Hired Teachers 13

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3. Write down the best practices being implemented in

your school that align with the provisions stated in
RA No. 9155. Share it with your mentor/colleagues. Summary
• 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,
plans, programs, and projects in the areas of formal
and non-formal basic education. DepEd supervises
Best Practices: all elementary and secondary education institutions,
including alternative learning systems, both
1. Encourage communication public and private; and provides for the
establishment and maintenance of a complete,
-Student/Parent Conferences are one of our
adequate, and integrated system of basic
school’s best practices for improving open
education relevant to the goals of national
communication, understanding, and the
development.
opportunity to establish trust with them.
• The history and background of the public school
2. Observing Health Protocols system and the DepEd Organizational Structure
provide a context on how the Department
-As Covid-19 spread around the world, our improves to ensure that its personnel are
school organized virtual meetings to help our supported and g u i d e d to fulfill their
country prevent the spread of the virus. The roles towards a c h i e v i n g the
parents were also instructed to follow the vision, mission, and goals of the department.
safety protocols during the distribution and
retrieval of modules.

3. Reading program
-We implemented a reading program in all
levels to improve both reading fluency and
reading comprehension of the students.

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Session 2: The DepEd Central Offices

Preliminary Activity: KWL Chart
Complete the chart below. List down the things you
already know about the D e p E d m a n a g e m e n t
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 how the Department I learned that the Department of
Education major structural components. improves to ensure that its personnel are oversees all public and private
elementary
1. The Central Office that maintains supported and guided to fulfill their roles and secondary education institutions,
the overall administration of basic towards achieving the vision, mission, and including alternative learning systems, and
education at the national level; and goals of the department. is responsible for the establishment and
2. The field offices-the region, maintenance of a comprehensive, adequate,
divisions, schools, and LCs-that and integrated basic education system that
are responsible for the regional an contributes to national development goals.
administration of the Departments’ The organizational structure has two
mandate. components that manage all the
educational policies and principles.
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Required Task 1: Policy Reading

Key Topic 1: The DepEd Management Structure
The Department of Education is organized to enable the
department to carry on its true mandate as stipulated in A. The DepEd Rationalization Program
RA No. 9155 otherwise known as the Governance of
Basic Education Act of 2001. The DepEd Rationalization Program is an effort to
efficiently maximize the department’s
The Department of Education’s Central Office shall functions so it can focus on attaining its vision,
exercise overall authority and supervision over the mission, objectives, and its core business—
operations of the department and the attainment of its education.
mandate. Specifically, the office is d e s i g n a t e d to:
For DepEd to focus on its core business, there is
• set overall education agenda, directions, and a need to reiterate the goals of
policies; the DepEd Rationalization Plan
concerning the different organization
• formulate systems and standards for national
levels of the department. The goals are as
adoption;
follows:
• perform investment programming; • have a m o r e e ff ic i en t a n d e ff e c t i ve
central office that focuses on policy
• articulate national frameworks to guide the
making, standards- setting, and overall
organization in the performance of its core functions
and the provision of support; leadership of the department;

• oversee quality assurance and performance • have a re-engineered regional office

accountability; and that focuses on localization of policies,
performs quality assu r a n c e , a n d fulfills
• build partnerships with the Local Government its duties a s the technical support hub of
Units (LGUs) & Non-Governmental Organizations
its divisions; and
(NGOs).
• have a re-engineered division office
Study the DepEd Organizational Structure by visiting the that focuses on field
DepEd website: [Link] leadership a n d supervision to better
deped/ c en t r a l - o ff ice / . support the schools in delivering education
services to the learners.
The DepEd Rationalization Program, is one of the
key steps undertaken by the Department to better
manage the implementation of the K to 12 Basic
Education Program.
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B. New Organizational Structures of the Central,

Regional, and Schools Division Background
Offices of the Department of Education
1. In August 2001, Republic Act No. 9155, An Act
The DepEd Order No. 52, s. 2015, also known as Instituting A Framework of Governance for Basic
Education, Establishing Authority and Accountability,
the New Organizational Structures of the Central, Renaming the Department of Education, Culture and
Regi onal, a n d Schools Division Offices of Sports as the Department of Education, and for Other
the Department of Education has the Purposes, otherwise known as the Governance of
following purpose: Basic Education Act of 2001, was issued. It provided a
framework for the governance of education,
(a) focusing government efforts on the exercise decentralizing governance to the field, and making
of its fundamental functions of establishing the schools and learning centers the heart of the
education system. The law also established
and providing the appropriate social, the authority and accountability of the various
political, and economic environment within organization levels of the Department of Education
which development can prosper; (DepEd).

(b) transforming the bureaucracy into an 2. In October 2004, Executive Order No. 366 (EO 366,
s. 2004), Directing A Strategic Review of the
effective and efficient institution for the
Operations and Organizations of the Executive Branch
delivery of core public services; and and Providing Options and Incentives for Government
Employees Who May Be Affected by the Rationalization
(c) ensuring the long-term sustainability of core of the Functions and Agencies of the Executive
government services through resource Branch, was issued. According to Section 2 of the
mobilization and cost-effective public said EO, the initiative aimed to: (a) focus government
expenditure management. efforts and resources on its vital/core service; and (b)
improve the quality and efficiency of government
Study the DepEd Central Office services delivery by eliminating/ minimizing
overlaps and duplication, and improving agency
Organizational Structure and read the following
performance through the rationalization of service
excerpt from DepEd Order No. 52, s. 2015. After delivery and support systems, and
reading, answer the following questions. You may organization structure a n d staffing (Section 2,
answer each question in 3-5 sentences. EO 3 6 6 , s. 2 0 0 4 ) .

You may access DepEd Order no. 52, s. 2015 3. In December 2011, DepEd embarked on the review and
revision of its Rationalization Plan (RP) based on RA
through this link: No. 9155 and long-term reforms needed in the
[Link] education sector to respond to fast-changing demands
uploads/2015/10/DO_s2015_52.pdf of the local and global environment.

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

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Rationale of the Organizational Structures

1. T h e rationalized organizational structures a n d staffing patterns were a result of the thorough study of
the D e p E d C h a n g e 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 a n d administrative
services.

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1. Why is there a need to rationalize and

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

Restructuring the Department

of Education was required to
implement our strategic plan
for progress in every school,
particularly in light of the
changing needs and demands
of our society. Similarly,
on this day of pandemic,
the department of education
must redesign the system to
deal with the current
situation.

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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 The particular DepEd organizational strandTeacher Jeanne's difficulty and concern can be
that will promote or can helps Teacher remedied by following proper procedures and seeking
is dedicated to providing basic education to the pupils Jeanne’s condition is the Finance and assistance from the Governance and
in a geographically isolated community in her province. Operation Administration strand of the Department ofstrand.
She was deployed to educate the pupils with a parallel Education which is the responsible
module to that of formal elementary education but in a of ensuring the efficiency to support
the organization as a whole to focus on its
relatively informal setting and schedule. core business and thus attain its targets
through the provision of finance and
administrative services.
Teacher Jonnalyn is a permanent teacher who is The particular DepEd organizational strandTeacher Jonnalyn's problem might be solved by the
that will promote or can helps Teacher office offering financial guidance and
facing financial challenges. Once her prior loans support. Jonnalyn is the Finance and Administration Teachers Jonnalyn's scenario could
were paid, she directly proceeds to take out also be on which this strand ensures the efficiency toconsidered for the stated office to conduct
another loan. The cycle of financial debt goes on. and deliver support the organization as a whole to focus programs to address this kind of issue.
on its core business and thus attain its
targets through the provision of finance and
administrative services.
Teacher Arvin, the school’s basketball coach, focused The Curriculum and Instruction strand of theWith such advice or concern from Teacher Arvin, the
Department of Education, which isDepartment of Education's Curriculum and Instruction
not only on the psychomotor skills of his players but responsible for ensuring that the organizationstrand can develop programs and curriculum that will
also on the development of mental discipline and focuses on the delivery of a relevant, meet the needs of the students without disrupting
social values through after-school sports programs. the responsive, and effective basic educationavailability and schedule of students or teachers.
curriculum around which all other strands
and offices provide support, is the particular
DepEd organizational strand that will
promote or can help Teacher Arvin's concern.

Teacher Edith thinks she is qualified for a The Department of Education's Legal andTeacher Edith must be informed about the required
Legislative Affairs strand, which isdocuments and units or degrees for a smooth and
promotion as a Master Teacher. She submits all of responsible for increasing the organization's efficient promotion process. Legal and Legislative
her requirements and waits for the results. But she capacity to deal with legal challenges and Affairs should ensure that all teachers are informed
lacks the required number of units for her Master’s being proactive in carrying forward itsabout this matter by conducting an orientation
degree. or legislative agenda, is the office that canpossibly providing a list of documents required
to assist Teacher Edith. avoid misunderstandings.

The Department of Education's Office of the Before canceling class due to heavy rain, Teacher
Secretary strand which provides overallNannete should wait for an order from the
Nanette is teaching in a low-lying school. One government leadership and direction at the national [Link] the Office of the Secretary
day, during a heavy rainfall, she was advised of class of the DepEd Attached and support agencies to DepEd areOrganization. She must first ensure
cancellations and calmly assessed the situation before the safety of her included under the OSec. is the office that class by not letting them alone,
she directed the class to go home. especially during can assist Teacher Nannete terrible weather.

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Session 3: The DepEd Regional The regional offices are categorized based on size
Office and Schools Division classification and shall be classified as small,
Offices medium, or large. Hence, the Organizational Structure
of the Regional Office is presented in Figure 2 on the
next page.
T h e D e p E d Regi onal Office works with the LG U s
a n d educational stakeholders to develop a policy
framework that reflects the n e e d s , opportunities,
a n d 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 a c h i e v e the region’s
goals. Specifically, the D e p E d Re gi onal 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
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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

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Required Task 1: Identification

Re a d e a c h general function a n d identify its functional division in the Regi onal 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 G. Policy, Planning & Research
(FTA)
H. Finance
D . Human Resource Development
I. Administrative

Function Answers Feedback

1. To ensure access, promote equity, and Governance and Operations is the strand
improve the quality of basic education in the that ensures the capacity of the
regions and the school’s divisions by taking organization to continuously improve
the lead in policy and direction setting, and be strategic in managing the
standard-setting and enforcement, partnership Governance and Operations environment for which “teaching and
learning” takes place.
building, and networking with stakeholders of
education, and by effectively and efficiently
managing the financial, human, and
physical resources of the region.
Curriculum and Instruction is the strand
2. To ensure full implementation of the that ensures that the organization
articulated basic education curriculum (pre- focuses on the delivery of a relevant,
school, elementary, secondary, ALS), its Curriculum and Instruction responsive, and effective basic
localization/indigenization, and increase access education curriculum around which all
to quality and varied learning resources other strands and offices
towards improvement in the quality learning provide support.
outcomes.
3. To support the delivery of basic Finance is the strand that ensures the
education programs, projects, and needed efficiency to support the organization as
resources to the school’s divisions in order to a whole to focus on its core business and
create an environment thus attain its targets through the
conducive to learning and ensure learner readiness Finance provision of finance and administrative
to learn through: School Health and Nutrition, services.
Education Facilities, and Program & Services
(DRRM, School Sports, Guidance & Counselling).
 Guide for Mentors and Newly Hired Teachers 23

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Function Answers Feedback

4. To coordinate and integrate the provision Field Technical Assistance is the strand that
ensures the capacity of the organization to
of technical assistance (TA) to schools’
continuously improve and be strategic in
divisions with the purpose of facilitating the managing the environment for
delivery of quality basic education and creating Field Technical Assistance which “teaching and learning” takes place.
an enabling environment for schools and learning
centers.

Policy, Planning & Research is the strand

that ensures that the region and school
5. To ensure compliance with standards of quality
divisions are meeting fundamental education
basic education by assessing, monitoring, and Policy, Planning & Research requirements by assessing, monitoring, and
evaluating the region and school’s division evaluating their performance in order to
performances to inform decision making and inform decision-making and lead policy
guide policy directions in the region toward directions in the region toward continual
continuous improvement. development.
Policy, Planning, and Research is the strand
that conducts research studies and maintains
Regional Education Planning and Data
6. To facilitate the implementation of Management Systems to help the region
education plans, policies, and standards in all Policy, Planning & Research
implement education plans, policies, and
areas of basic education in the region through standards in all areas of basic education.
the conduct of research studies and
maintenance of Regional Education Planning and Human Resource Development is the strand
Data Management Systems. that ensures competent personnel and staff in
regional and school division offices by
Human Resource Development providing efficient and effective training to
7. To ensure competent personnel and staff in improve professional competencies
the regional and schools division offices and organizational performance.
through efficient and effective training Personnel, records, reception of
towards professional competencies and mail, supplies, equipment, collection,
organizational performance. disbursement, security and custody
of property, and reportorial duties to
Administrative oversight authorities are all
8. To provide the regional office with covered by the
efficient, economical and effective services administrative strand.
relating to personnel, records, receipt of
correspondence, supplies, equipment,
collection, disbursement, security and custody
of property, and reportorial work to oversight
agencies.

9. To provide advice to the Regional Director overs

on the financial resource of the region and
provide services in budgeting, accounting, Finance
reporting, and coordinating with government
Finance is the department that advises the Regional Director on the region's financial g vernment oversight bodies.
resources and provides budgeting, accounting, reporting, and coordination with o

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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 a n d L C s . 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.

T h e S D O s are categorized b a s e d on s i z e
classification a n d shall b e classified a s smal l ,
m e d i u m , or large. T h e Organizational Structure of the
SDO is presented in Figure 2 on the next page.
 Guide for Mentors and Newly Hired Teachers 25
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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

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Required Task 2: Scenario Analysis

Read each statement. Write C I D if the scenario/concern is Curriculum Implementation Division-related or S G O D if it
is Schools Governance Operations Division-related.

Questions Answers Feedback

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

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

Teacher Michael is the schools’ DRRM Coordinator. He prepares It was classified as SGOD since it
SGOD discusses Educational Facilities.
and submits situation reports to the SDO on any hazard
affecting the school operations such as flood, conflict, fire,
among others, and provides real-time updates to the SDO.
Since the scenario described about
Teacher Angel, an English teacher, seeks help through setting a Instructional Management Part, it
CID
pre-conference meeting with her Department Head for her
was considered as CID.
upcoming classroom observation. She wants to know the best ways on
how she can employ the indicators required in the Classroom
Observation Tool (COT). Since the scenario described about
CID Direct Instructional Supervision
Teacher Melvin is assigned as the Room Examiner in the conduct of Part, it was considered as CID.
the National Achievement Test. He checks if the Room Examiners
adhere to the instructions in the Examiner’s Handbook.

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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?

It is important to know who to

approach in addressing concerns
related to my duties as a teacher
it helps me to do my functions
and responsibilities effectively
and efficiently.

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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 C en t r a l O f f ice focuses on policy making,
standards-setting and overall leadership of the
department. The Re g i o n a l Office provides overall
field leadership to schools’ divisions b y
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 S c h o o l s
Divis i on 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 a n d functions of offices
in different structural l e ve l s
(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 c h a rg e of concerns that they m a y
encounter in the field.
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Guide for Mentors and Newly Hired Teachers 29

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Session 4: The School Structure

Schools and Learning Centers (LCs) serve as frontline services

of the department. L C s 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 L C s .
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.

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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)

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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 Librarian/LRMDS Coordinator The The scenario
librarian ensures
and teachers access the place where reading materials and efficient
depictsand effective accessa
learning resources are kept. He also crafts a schedule of the to learning resources
classes that could visit the place. He coordinates with the
Guidance Coordinator/Teacher Librarian/LRMDS for
teachers and learners, as
School Head for the selection, acquisition, organization, and
Guidance Counselor wellCoordinator's
as scheduled visitsdutiesby
maintenance of reference and reading materials. and responsibilities.
class groups and
coordinates with the
Subject/Learning Area property custodian and/or
Coordinator/ Department Head Principal for the
selection, acquisition,
organization, and maintenance
Teacher Lorrine is handling a case of some Grade 7 learners Librarian/LRMDS Coordinator The scene portrays an
of reference and reading
who were caught cheating by their adviser. She calls the action
materials. by the
attention of the parents and reports to them what the learners Guidance Coordinator/Teacher Guidance Counselor
did. Since it is the first incident, the learners are Thein prefect of discipline
dealing w thor
reprimanded and reminded of the importance of honesty the guidance counselor is
and of not cheating.
Guidance Counselor cheating students.
responsible for student behavior
management
Subject/Learning Area linked to specific roles i and
Coordinator/ Department Head functions and makes the
learners adhere to the policies,
procedures, and activities that
encourage good behavior in the
school.
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Scenario Answers Feedback

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

Guidance Coordinator/Teacher The scene portrays a

Mark Anthony is preparing a budget plan for the job of an
continuous improvement of the school for the month of Librarian/LRMDS Coordinator Administrative Officer.
August. He is also preparing the financial report for the
month of July. Both reports are subject to the approval of
Guidance Counselor
the School Head.

Administrative Officer

Miss Rhea prepares the receipt, issuance, maintenance, Librarian/LRMDS Miss Rhea's actions
and safekeeping of supplies, materials, and equipment and portrayed the school's
Coordinator
other properties and facilities of the school. She also
conducts and maintains the inventory of properties and
Property Custodian
prepares the required reports for the School Head’s reference.v School Nurse duties and obligations.

Property Custodian

Feeding Program Coordinator

Guide for Mentors and Newly Hired Teachers 33

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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 S B M empowers
the school’s ke y officials to
make informed and localized
decisions based on their unique
needs toward improving our
educational system (DepEd Memo
no. 386, s. 2009).

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Required Task 2: Scenario Analysis

To foster harmonious relationships with the wider
school community, it is important to involve
learners, parents, and other
stakeholders in identifying and resolving issues To avoid such bullying among the
and concerns in the school
community. Discuss how you can help in each students, she needed to first
scenario and involve some key personnel who can
approach the science teacher and
help you resolve the following challenges.
request if she was able to attend the
Scenario 1
class on time. On the other hand, she
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying needed to seek assistance from the
incident that you are not aware of. She was very
angry and disappointed about what happened
guidance councilor to provide
because the incident was not addressed and resolved adequate procedures for disciplining
properly. Her daughter is still afraid and decided not
to go to school that day. The incident happened the concerned students. She should
during Science time because the teacher was late also notify the bully student's parents
to enter the class. You also had other classes to attend
to and had no chance to meet your advisory or guardians so that they can
class during that time. Who should you seek help to?
discipline their child.

Newly Hired Teachers 35

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

I will conduct a make-up class for the

concerned students who are affected by the
school activities so that they can cope with
the lesson and complete the needed written
works and performance task.

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Session 5: Common/Standardized Key Topic 1: Adoption of School Forms

School Forms and Standardization of Permanent Records

Required Task 1: Preliminary Activity

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

• Scenario Analysis SHS – Senior High School (Gr. 11 & 12)

• 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

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Answer only if Very Needs

Standardized School Forms Familiar
teaching in… Familia Further
School Form (SF) 1 – School Register ES, JHS, SHS r Information

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 Learning Progress and K, ES, JHS

/
Achievement
SHS
/
SF5A – End of Semester and School Year Learner Status
SHS
SF5B – List of Learners with Complete SHS Requirements
ES, JHS, SHS /
SF6 – Summarized Report on Promotion
ES, JHS, SHS /
SF7 – School Personnel and Assignment List and Basic
Profile K, ES, JHS, SHS

ES, JHS, SHS

/
SF8 – Learner’s Basic Health and Nutrition Report
ES, JHS, SHS
/
SF9 – Learner’s Progress Report Card
/
SF10 – Learner’s Permanent Record

(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.)

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

School Forms Required Task 2: Reading
Read DO 58, s. 2017 – Adoption of New School Forms
for Kindergarten, Senior High School, Alternative Learning
With the nationwide implementation of the K to12 Basic System, Health and Nutrition and Standardization of
Education Program, particularly of Senior High School Permanent Records. (URL, hyperlink)
(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 New School Forms Key Topic 3: School Forms
for Kindergarten, Senior High School, Alternative
Learning System, Health and Nutrition and
Standardization of Permanent Records, that institutes new T h e set of modified school forms provides
forms to be used in schools and other institutions information that are significant in pl an n in g,
delivering basic education (particularly Kindergarten, resource allocation, a n d performance monitoring and
SHS, and ALS) and evaluation. The use of these forms is mandatory in all
standardizes the forms for the learners’ health and public schools.
nutrition and permanent records. You should become familiar with the following School Forms
and their descriptions, codes, and, where applicable, Grade
This set of new, standardized school forms provide Levels as stipulated in DepEd Order 58, s.2020.
significant information that is valuable in
making evidence-based 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 a s official docu me n ts in
public schools nationwide u n l e s s approved (DO 58,
s. 2017).
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Guide for Mentors and Newly Hired Teachers 39

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SCHOOL DESCRIPTION CODE GRADE

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

A record of learner’s health and nutritional assessment SF8-SHS SHS

School Form 8 – Learner’s Basic Health
and Nutrition Report

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SCHOOL FORM DESCRIPTION CODE GRADE

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

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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. She received a letter that a school The SF3 form is a record of books obtained by
stakeholder would like to know what reading SF 3 students that must be retrieved at the end of the
materials are needed in her class. In order to school year.
identify the learning areas which have limited books,
what school form shall she consult?

Mrs. Anne, a parent, came to Teacher Danica, You must present the SF2, which contains the
a teacher-adviser, complaining for the remarks
given in the report card (SF10), “It would be helpful
attendance record of your class, which can be your
SF2
if you come to school on a regular basis,” the evidence regarding on that student who received a
parent complained that her child never got absent remark on his or her SF10.
from class. What school form should you refer to as
an evidence to support the remarks on SF10?
To persuade a stakeholder, you must provide your
Teacher Nico is having trouble in finding
school stakeholders that could help her class in class's SF8, which has a record of your students' BMI,
SF8
the feeding program. The majority of her learners in order to determine the students' needs help so they
have aBody Mass Index (BMI) outside the healthy will be included on the feeding program.
range. What school form informed her about this?
Ascertain that the SF9, or learner's report card, was
Parents need to be regularly informed of their SF9 updated on a regular schedule, and that the learner's
child’s academic achievement but you failed to parent was kept informed.
inform them. What school form was not properly
issued? Because the incident occurred outside of school, you
Jeanne Therese, a Grade 4 student, was
are not responsible for your students; however, you
accidentally hit by a car outside the school during SF2 must produce the SF2, which contains your class's
class hour. You were given a complaint of attendance record and may serve as proof that the
negligence on your part as a teacher. You explained student was absent that day.
that the child was absent in class that day. What
school form would support your testimony?

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

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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 Answer

used AF3 refers to a record
1. Official lists of learners enrolled in ALS of learners who are
officially enrolled in
AF3 A L S classes
AF2 refers to a Basic
2. Basic information of individuals who signified interest to information sheet of
enroll in ALS individuals who
AF2 signified interest to
enroll in A L S
AF1 is refers a to list of
3. Record of learners after the mapping activity done in mapped learners
community AF1
AF5 refer to a learners
progress and
4. Report of learners’ learning progress AF5 permanent record
AF4 refers to List of
candidates qualified to
5. List of cand i d a t e s qualified to take the Accreditation &
take the A & E Test
Equivalency AF4
Test

B. Get hold of School Forms SF1- S F 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 S F 2 – Daily Attendance Report of Learners S F 3 – Books Issued and Returned S F 4 – Monthly Learner’s
Movement and Attendance– Report on Promotion and Learning Progress and Achievement– End of Semester and School Year Learner Status– List of Learners with Complete S H S
Requirements S H S S F 6 – Summarized Report on Promotion– School Personnel and Assignment List and Basic Profile E S , JHS, S H S S F 8 – Learner’s Basic Health and Nutrition
Report, S F 9 – Learner’s Progress Report Card SF10 – Learner’s Permanent Record
•These are the following A L S Form- AF3 refers to a record of learners who are officially enrolled in A L S classes AF2 refers to a Basic information sheet of individuals who signified
interest to enroll in A L S AF1 is refers a to list of mapped learners AF5 refer to a learners progress and permanent record AF4 refers to List of candidates qualified to take the A & E Test
•School forms have a variety of purposes, including assisting us in gathering accurate data about our students, serving as a foundation for their needs, and serving as proof in the case
of an incident happened school forms can use for a survey.

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Summary

S F s 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). S F 3 captures information related to
learner materials distribution and SF 7 collects information
about each school personnel’s current official duty or
t eaching a s s i g n m e n t s . SF 9 is the Progress Report
Card and SF10 is the permanent record. Only S F s 5 and 8
are prepared in the Kindergarten level.

Guide for Mentors and Newly Hired Teachers 45

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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

You are responsible for preparing You should provide data that is
dependable data that contains accurate trustworthy and data that is consistent
and current information about your across all school forms.
students, as well as ensuring that the
information provided is consistent across
all school forms.

Efficiency Accuracy

You should ensure that the school forms You should give correct data
that are well-organized and that the formulas accurately shows the information
are accurate, as well as that you present required on the school form.
accurate data.

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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 a n d efficiency, D e p E d h a s
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 FA L S E
if incorrect. If FA L S E , determine the reason/s why
the statement is incorrect.

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Guide for Mentors and Newly Hired Teachers 47

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Questions Answers Feedback

Teacher Jopay, a Grade 1 teacher,
prepared 2 copies of SF10-ES without She must attach the needed
attaching any documents for the checking of FA L S E supporting documents to validate
her forms. the information on the SF10

Teacher Rochelle, a Grade 7 class adviser, Sf10 is the learners permanent

could not encode the SF10-JHS of one record the absences should be
of her learners because of the absence of
FA L S E recorded on the S F 2 – Daily
SF10-ES as the attachment. Attendance Report of Learners

Aira finished the Grade 8 level and would The transaction should be teacher
like to continue her studies in the same to teacher on the said school or it
school. She asked for her SF10 and would
FA L S E can be also endorsed by the
like to submit it to her soon-to-be adviser. record keeper.

The transaction of SF10should be

Che-che transferred out to continue Grade 11 school to school. She was only be
to another school, she needs to bring a FA L S E able to bring a certificate of
photocopy of her SF10. enrollment as a proof that she
enrolled as a grade 11 student.

Upon the receipt of the written request,

Teacher Mia, the designated record-keeper of
the school, prepared the pertinent TRUE
documents of the learner and sent it to the
requesting school.

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

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Tasks of the Class Adviser

• At the beginning of the S Y, collect
supporting docume nt s (PSA Birth
Certificate, Bap t i smal 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, ge ne rate S F 1 (serve a s
the official enrolment list and as
reference in any other reporting)
using your system account
• Download SF 2 from the LIS with pre-
loaded names of learners and forward
to the school head for assessment,
consolidation, and preparation of SF4
• At the e n d of the S Y , 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 L I S
• S F s 5 and 6 for your class can be
generated from the LIS using
the school level access accounts.
• These four (4) S F s (SF1, SF4-

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February & March, S F 5 and SF6)

generated from the L I S shall be the
focus of checking and should be
supported by the appropriate
documents.
• For graduating/moving up levels
(Kinder, Grades 6, 1 0 , & 1 2 ),
prepare awards
and/or certificates a n d check
against the S F 1 for consistency.

Guide for Mentors and Newly Hired

Teachers 49

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Fig. 4. Focus Areas of Checking and Means of Validation

DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

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Fig. 5. Standard Process and System Validation

DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

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Required Task 2: Interview

Conduct an interview with at least two teachers who
have b e e n in the profession for five ye a r s or more
a n d a s k what they think, feel, and do before, during, and
after reading and c h e c k i n g the forms. Write your
findings in bullet form.

BEFORE DURING AFTER

Assure that the formula

THINK Accuracy of data Recheck the forms
and input data are correct

FEEL Pressured Learning Relieve

Input the data with

DO Prepare the data Correct all the data error
accuracy

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Summary

References (Documents to Output (Reports/Forms to

Responsible
be Checked) be Validated)
Person
Compile supporting Ensure that the following SFs
documents particularly on the generated from the LIS are correct:
learner’s eligibility for admission,
such as:
• PSA Birth
Certificate/another SF1 – School Register
equivalent document
SF2 – Learner Daily
• SF9 (formerly Form 138) and SF10 Attendance Report (for the
Class Advisers
• months of February and March
(formerly Form 137), or ECCD
Checklist, Kindergarten only)
• Progress
SF5 – Report on Promotion
Report, and Certificate ofCo and Level of Proficiency
• mpletion for Kinder (including SF5-K, SF5A-SHS and
PEPT/PVT/A&E SF5B-SHS for Grade 12)
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 b e u s e d a s official
docume n ts in public schools unless approved by
the Office of the Undersecretary for Planning and
Field Operations.
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Required Task 3: Quiz

True or False. Indicate whether the following statements are true or false.

Statements Answers Feedback

1. At the end of the school year, a
kindergarten teacher will prepare a FALSE It should be SF9- Learners’ progress report.
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 The basis should be SF1 which refers to
checked. FALSE School Register

4. The learner’s academic records shall be

the basis of the adviser for enrolling or
validating the said learner in the LIS. The reference should be SF1 which refers to
FALSE School Register
5. SF 2 is the official enrollment list of
the class and shall be used as reference
in any other reporting that requires
the list of officially enrolled learners.
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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
of education statistics, sector performance indicators and • Elementary education refers to the second stage of
profile of public a n d private schools, learning compulsory basic education which is composed
centers a n d other education service providers. It is a of six (6) years. The entrant age to this level is
web-based system designed to typically six (6) years old.
enhance information management at all levels of • Secondary education refers to the third stage of
the education system (school, division, region and compulsory basic education. It consists of four
national levels) through streamlined processes and use (4) years of junior high school education and two
of information and communication technologies. It (2) years of senior high school education. The
aims to deliver relevant and accurate information to entrant age to the junior and senior high school
school heads, education managers, policy makers and levels are typically twelve (12) and sixteen (16)
various stakeholders of the education system. years old, respectively.
Visit [Link] and http://
[Link]/ • There are other teaching and non-teaching
personnel that work together to meet the needs of
The B E I S provides information for planning, quality learners and the wider school
assurance, monitoring & evaluation and other decision- community. Knowledge of the specific roles and
making activities at all levels of the education system. functions of each personnel helps newly hired
teachers know who to approach to seek support
and guidance especially in their early years of
Additional Task: Seek the help of the School LIS 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
school leade rs to create significant
Summary c h a n g e s 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 pursui n g a
set curriculum and receiving instruction from
teachers. It is usually located in a school
building/s in a particular physical or cyber site.

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