Teacher Induction • [Link]

Program (TIP)
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CORE COURSE
Responding to Community Contexts
5
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 5:
The DepEd
Teacher
Introduction

W
ELCOME TO COURSE 5 of the
Teacher Induction Program.
This courseintroduces
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
Intended Module Learning Outcomes: • Policy reading
At the end of this module, you should be able to: • Scenario analyses
1. discuss the history and background of the • Writing tasks
public education system to understand the
• Organizational structure analysis
organizational development of DepEd;
2. address concerns and respond to Required Resources
scenarios in the field using knowledge of • Historical Perspective of The Philippine
existing laws and regulations on DepEd Educational System,
organizational structure and processes; and [Link]
history/
3. respond to real-life scenarios that require
the application of the knowledge on • Republic Act No. 9155 on Governance of
organizational structures of the Basic Education Act, 2001
Department and the school.
• Republic Act No. 10533 on An Act
Enhancing the Philippine Basic Education
Module Outline System by Strengthening its Curriculum and
Session 1: The Philippine Public Education Increasing the Number of Years for Basic
System Education, 2013

Session 2: DepEd Central Office Optional Readings

Session 3: DepEd Regional and Schools • DepEd Order No. 53, s. 2013 on Approval
Division and Implementation of the 2013 DepEd
Offices Rationalization Program

Session 4: The School Structure • DepEd Order No. 52, s. 2015 on New
Organizational Structures of the Central,
Regional, and Schools Division Offices of
Estimated Time Required: 2.5 hours
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 (What are the educational developments (How does this affect the succeeding public
identified brought by this time period?) education system?)
in the article?)
Pre-colonial Period Education was informal, unstructured, Essential learning was prioritized
and devoid of methods. Children were during this period
provided more vocational training and
less academics (3Rs) by their parents
and in the houses of tribal tutors
Spanish Colonial Period The tribal tutors were replaced by 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

Contemporary Society

(Third Republic-Present)
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
Answer the following reflection questions below
implications in the development of the
based on
Department of Education?
the excerpts.
1. What educational practices observed in
the historical stages of development
are the foundational elements of
education in the Philippines?

10 The Teacher Induction Program - Core Course 5

3. What are the implications of the
trifocalization of education in the Key Topic 3: The Governance of Basic Education Act
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 the Department of Education,
Culture and Sports to Department of Education
(DepEd). The law also serves as a framework
decentralizing governance to the field and
making the schools and learning centers (LCs)
the “heart of the education system.” It promotes
the principle of shared governance which
recognizes that every unit in the Department of
Education has a particular role, task, and
responsibility inherent in the office and for which
it is principally accountable for outcomes.
To carry out the goals of the department, the
DepEd 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 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 responsibilities in these offices.
performance of functions and

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
Answer the following questions. You may answer the heart of the formal education system.”
each item in 4-7 sentences. How does this statement relate to you as a
teacher and as a part of a larger
1. As part of the DepEd, how can you
organizational landscape?
contribute to successfully implement
programs of the Department and carry out
its purpose and objectives? Give specific
ways and examples.

Guide for Mentors and Newly Hired Teachers 13

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 all elementary and secondary
education institutions, including alternative
learning systems, both public and private;
and provides for the establishment and
maintenance of a complete, adequate, and
integrated system of basic education relevant
to the goals of national development.
• The history and background of the public
school system and the DepEd
Organizational Structure provide a context
on how the Department improves to ensure
that its personnel are supported and
guided to fulfill their roles towards
achieving the vision, mission, and goals of
the department.
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)
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 A. The DepEd Rationalization Program
known as the Governance of Basic Education Act
of 2001. The DepEd Rationalization Program is an
effort to efficiently maximize the
The Department of Education’s Central Office shall department’s functions so it can focus on
exercise overall authority and supervision over the attaining its vision, mission, objectives, and
operations of the department and the attainment of its core business—education.
its mandate. Specifically, the office is designated
to: For DepEd to focus on its core business, there
is a need to reiterate the goals of the DepEd
• set overall education agenda, directions, Rationalization Plan concerning the different
and policies; organization levels of the department. The
• formulate systems and standards for goals are as follows:
national adoption; • have a more efficient and effective
• perform investment programming; central office that focuses on policy
making, standards- setting, and overall
• articulate national frameworks to guide the leadership of the department;
organization in the performance of its core
functions and the provision of support; • have a re-engineered regional
• oversee quality assurance and office that focuses on localization of
performance accountability; and policies, performs quality assurance,
and fulfills its duties as the technical
• build partnerships with the Local Government support hub of its divisions; and
Units (LGUs) & Non-Governmental
Organizations (NGOs). • have a re-engineered division
office that focuses on field leadership
and supervision to better support the
Study the DepEd Organizational Structure by schools in delivering education services
visiting the DepEd website: to the learners.
[Link] central-
The DepEd Rationalization Program, is one
office/.
of the key steps undertaken by the
Department to better 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 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 Instituting A Framework of Governance for Basic
Education, Establishing Authority and Accountability,
known as the New Organizational Renaming the Department of Education, Culture and
Structures of the Central, Regional, and Sports as the Department of Education, and for Other
Schools Division Offices of the Department Purposes, otherwise known as the Governance of
of Education has the following purpose: Basic Education Act of 2001, was issued. It provided
a framework for the governance of education,
(a) focusing government efforts on the decentralizing governance to the field, and
exercise of its fundamental functions making the schools and learning centers the
heart of the education system. The law also
of establishing and providing the established the authority and accountability of
appropriate social, political, and the various organization levels of the
economic environment within which Department of Education (DepEd).
development can prosper; 2. In October 2004, Executive Order No. 366 (EO
366, s. 2004), Directing A Strategic Review of the
(b) transforming the bureaucracy into an
Operations and Organizations of the Executive Branch
effective and efficient institution for the and Providing Options and Incentives for Government
delivery of core public services; and Employees Who May Be Affected by the Rationalization
of the Functions and Agencies of the Executive
(c) ensuring the long-term sustainability of Branch, was issued. According to Section 2 of
core government services through the said EO, the initiative aimed to: (a) focus
resource mobilization and cost- government efforts and resources on its
vital/core service; and (b) improve the quality
effective public expenditure
and efficiency of government services delivery
management. by eliminating/ minimizing overlaps and
duplication, and improving agency performance
Study the DepEd Central Office through the rationalization of service delivery
Organizational Structure and read the and support systems, and organization structure
following excerpt from DepEd Order No. 52, and staffing (Section 2, EO 366, s. 2004).
s. 2015. After reading, answer the following 3. In December 2011, DepEd embarked on the
questions. You may answer each question in review and revision of its Rationalization Plan
3-5 sentences. (RP) based on RA No. 9155 and long-term
reforms needed in the education sector to
You may access DepEd Order no. 52, s. 2015 respond to fast-changing demands of the local
through this link: and global environment.
[Link] 4. On November 15, 2013, the DepEd
uploads/2015/10/DO_s2015_52.pdf Rationalization Plan (RP) was approved by the
Department of Budget and Management
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 restructure the Department of 2. In what ways can the restructured
Education? DepEd, through the Rationalization
Program, help you as a DepEd
personnel and a public-school
teacher?
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 dedicated to providing basic education to
the pupils in a geographically isolated community
in her province. She was deployed to educate the
pupils with a parallel module to that of formal
elementary education but in a relatively informal
setting and schedule.
Teacher Jonnalyn is a permanent teacher who is
facing financial challenges. Once her prior loans
were paid, she directly proceeds to take out
another loan. The cycle of financial debt goes on.

Teacher Arvin, the school’s basketball coach,

focused not only on the psychomotor skills of his
players but also on the development of mental
discipline and social values through after-school
sports programs.

Teacher Edith thinks she is qualified for a promotion

as a Master Teacher. She submits all of her
requirements and waits for the results. But she
lacks the required number of units for her
Master’s degree.

Nanette is teaching in a low-lying school. One day,

during a heavy rainfall, she was advised of class
cancellations and calmly assessed the situation
before she directed the class to go home.

20 The Teacher Induction Program - Core Course 5

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.
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 the quality of basic education
in the regions and the school’s divisions
by taking the lead in policy and direction
setting, standard-setting and enforcement,
partnership building, and networking 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 basic education curriculum (pre-
school, elementary, secondary, ALS), its
localization/indigenization, and increase
access to quality and varied learning
resources towards improvement in the
quality learning outcomes.
3. To support the delivery of basic education
programs, projects, and needed resources
to the school’s divisions in order to create an
environment conducive to learning and
ensure learner 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 technical assistance (TA) to schools’
divisions with the purpose of facilitating
the delivery of quality basic education and
creating an enabling environment for
schools and learning centers.

5. To ensure compliance with standards of quality

basic education by assessing, monitoring, and
evaluating the region and school’s division
performances to inform decision making
and guide policy directions in the region
toward continuous improvement.
6. To facilitate the implementation of
education plans, policies, and standards in
all areas of basic education in the region
through the conduct of research studies
and maintenance of Regional Education
Planning and Data Management Systems.
7. To ensure competent personnel and staff
in the regional and schools division
offices through efficient and effective
training towards professional competencies
and organizational performance.
8. To provide the regional office with efficient,
economical and effective services
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 on the financial resource of the
region and provide services in budgeting,
accounting, reporting, and coordinating with
government oversight agencies.

24 The Teacher Induction Program - Core Course 5

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 The SGOD (Planning and Research
in the conduct of their Continuous Improvement Plan (CIP) in Section) oversees and provides
eradicating the number of non-numerates in their school. She technical assistance to schools and
submitted it to the SDO for assessment. learning centers in the preparation of
their respective plans and research.

Teacher April is having a hard time managing her class The CID (District Instructional
because her schedule is in the last period before class dismissal. Supervision) provides Technical
She then seeks help from the head teacher and colleagues for Assistance to schools and Learning
some advice. Upon learning about Teacher April’s struggles, Centers in the enhancement of
the head teacher found it necessary to provide a classroom classroom management skills,
management training for teachers. instructional competence, curriculum
implementation, and conduct of
research e.g., classroom- based
action research.
Teacher Michael is the schools’ DRRM Coordinator. He The SGOD (School Mobilization and
prepares and submits situation reports to the SDO on any hazard Networking Section) engages in
affecting the school operations such as flood, conflict, fire, among planning, implementing, coordinating,
others, and provides real- time updates to the SDO. and monitoring activities related to
Disaster Risk Reduction Management
(DRRM), Education in Emergencies
(EiE).
Teacher Angel, an English teacher, seeks help through setting The CID (Instructional Management
a pre- conference meeting with her Department Head for Section) provides professional and
her upcoming classroom observation. She wants to know the instructional advice and support to
best ways on how she can employ the indicators required in the the school heads and teachers
Classroom Observation Tool (COT). /facilitators of schools and learning
centers in the district or cluster.
Teacher Melvin is assigned as the Room Examiner in the conduct The SGOD (School Management,
of the National Achievement Test. He checks if the Room Monitoring and Evaluation Section)
Examiners adhere to the instructions in the Examiner’s supervises the efficient administration
Handbook. of national, regional, and division
assessment tests.
Guide for Mentors and Newly Hired Teachers 27
Optional Task: Reflection

Reflect and answer the following 2. Why should a teacher know who to
approach in addressing concerns related to
questions:
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?
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 Librarian/LRMDS Coordinator The librarian ensures
and teachers access the place where reading materials efficient and effective access
and learning resources are kept. He also crafts a Guidance Coordinator/Teacher to learning resources for
schedule of the classes that could visit the place. He teachers and learners, as
coordinates with the School Head for the selection, well as scheduled visits by
Guidance Counselor
acquisition, organization, and maintenance of reference class groups and
and reading materials. coordinates with the
Subject/Learning Area Coordinator/ property custodian and/or
Department Head Principal for the selection,
acquisition, organization, and
maintenance of reference and
reading materials.
Teacher Lorrine is handling a case of some Grade 7 Librarian/LRMDS Coordinator The prefect of discipline or
learners who were caught cheating by their adviser. She the guidance counselor is
calls the attention of the parents and reports to them Guidance Coordinator/Teacher responsible for student
what the learners did. Since it is the first incident, the behavior management linked
learners are reprimanded and reminded of the importance to specific roles and
Guidance Counselor
of honesty and of not cheating. functions and makes the
learners adhere to the
Subject/Learning Area Coordinator/ policies, procedures, and
Department Head activities that encourage
good behavior in the school.
32 The Teacher Induction Program - Core Course 5
 Scenario Answers Feedback
Teacher Steffi is conducting a career guidance and Librarian/LRMDS Coordinator The guidance counselor
advocacy seminar to Grade 12 learners focusing on the helps learners analyze and
four exits envisioned for SHS graduates—namely, higher Guidance Coordinator/Teacher assess the learners’
education, entrepreneurship, employment, or middle- physical, mental, social,
level skills development. Afterward, she gives them a and emotional assets and
Guidance Counselor
survey to answer on what they plan for their career liabilities so they may make
development after SHS. wise choices and proper
Subject/Learning Area Coordinator/ adjustments and live to the
Department Head best advantage both for
themselves.

Mark Anthony is preparing a budget plan for the Guidance Coordinator/Teacher The Administrative Officer is
continuous improvement of the school for the month of responsible for the
August. He is also preparing the financial report for the Librarian/LRMDS Coordinator execution and continuous
month of July. Both reports are subject to the approval of improvement of the
the School Head. administrative process of the
Guidance Counselor
school including budget
planning and preparation of
Administrative Officer financial reports, subject to
the approval of the School
Head or Principal.
Miss Rhea prepares the receipt, issuance, maintenance, Librarian/LRMDS Coordinator The designated Property
and safekeeping of supplies, materials, and equipment Custodian performs,
and other properties and facilities of the school. She also School Nurse among others, important
conducts and maintains the inventory of properties and workloads that include the
prepares the required reports for the School Head’s receipt, issuance, and
Property Custodian
reference. maintenance, safekeeping of
supplies, materials and
Feeding Program Coordinator equipment and other
properties and facilities of
the school.

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
To foster harmonious relationships with the wider
school community, it is important to involve
learners, parents, and other stakeholders in
identifying and resolving issues and concerns
in the school community. Discuss how you can
help in each scenario and involve some key
personnel who can help you resolve the
following challenges.
Scenario 1
Teacher Lozano, the mother of one of your
advisory students, visited you in the school
because of a bullying incident that you are not
aware of. She was very angry and
disappointed about what happened because
the incident was not addressed and resolved
properly. Her daughter is still afraid and
decided not to go to school that day. The
incident happened during Science time
because the teacher was late to enter the class.
You also had other classes to attend to and had
no chance to meet your advisory class during
that time. Who should you seek help to?
Guide for Mentors and Newly Hired Teachers 35
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. Scenario 3
She asked you to substitute all her five classes. Lito, the class president of your advisory class,
Without letting you respond, she already sent was elected as the president of the Supreme
you the learning materials for her lessons Student Government (SSG). After three
tomorrow. However, you also have classes to months, his subject teachers are having
attend and your learners are expecting to trouble with his class standing because of his
deliver a performance task that they prepared frequent absences and non-submission of
for. What are you going to do as a colleague and required written and performance tasks. Lito is
who should you direct her to? getting overwhelmed with the various school
activities he manages. What are you going to do
as the adviser?
36 The Teacher Induction Program - Core Course 5
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.
ES – Elementary School (Gr. 1 to
• Reading activities
• Checklist 6) JHS – Junior High School (Gr. 7

• Scenario Analysis to 10) SHS – Senior High School

• Interview (Gr. 11 & 12)
• 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 only if Very Needs Further
Standardized School Forms Familiar
teaching in… Familiar Information
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 Learning Progress and K, ES, JHS

Achievement
SF5A – End of Semester and School Year Learner Status SHS

SF5B – List of Learners with Complete SHS Requirements 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’s Progress Report 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
Required Task 2: Reading
Standardized School Forms
Read DO 58, s. 2017 – Adoption of New School
Forms for Kindergarten, Senior High School,
With the nationwide implementation of the K to12 Alternative Learning System, Health and Nutrition
Basic Education Program, particularly of Senior High and Standardization of Permanent Records. (URL,
School (SHS), and the intensified implementation of hyperlink)
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 for Kindergarten, Senior High Key Topic 3: School Forms
School, Alternative Learning System, Health and
Nutrition and Standardization of Permanent
Records, that institutes new forms to be used in The set of modified school forms provides
schools and other institutions delivering basic information that are significant in planning,
education (particularly Kindergarten, SHS, and ALS) resource allocation, and performance monitoring
and standardizes the forms for the learners’ and evaluation. The use of these forms is
health and nutrition and permanent records. mandatory in all public schools.
You should become familiar with the following
This set of new, standardized school forms provide School Forms and their descriptions, codes, and,
significant information that is valuable in making where applicable, Grade Levels as stipulated in
evidence-based assessment, planning, resource DepEd Order 58, s.2020.
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 SF1 ES, JHS
classes
SF1-SHS SHS
School Form 2 – Learner Daily Attendance A list of the learners’ daily attendance SF2 ES, JHS
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 SF4 ES, JHS
Movement and Attendance Report school during the month
SF4-SHS SHS
School Form 5 – Report on Promotion and A list of the learners’ academic performance and SF5-K K
Level of Proficiency result of assessment by the end of the school
year SF5 ES, JHS
School Form 5A – End of Semester and A list of the learners’ academic performance and
SF5A-SHS SHS
School Year Learner Status result of assessment by the end of the semester
and school year
School Form 5B – List of Learners with A list of Grade 12 learners who completed SHS requirements
SF5B-SHS SHS
complete SHS Requirements and are candidates for graduation
School Form 6 – Summarized Report on Summary number of learner status by the end of the SF6 ES, JHS
Promotion and Level of Proficiency semester and/or school year
SF6-SHS SHS
School Form 7 – School Personnel A list of the school personnel’s profile and official duty, such SF 7 ES, JHS
Assignment as
List and Basic Profile teaching assignments, ancillary responsibilities, etc. SF7-SHS SHS
School Form 8 – Learner’s Basic Health A record of learner’s health and nutritional assessment SF8 K, ES, JHS
and Nutrition Report
SF8-SHS SHS

40 The Teacher Induction Program - Core Course 5

 SCHOOL FORM DESCRIPTION CODE GRADE LEVEL
School Form 9 – Learner’s Progress An individual, periodic report of a learner’s academic SF9 -ES ES
Report Card achievement per grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s Permanent An individual record of a learner’s academic achievement SF10-ES ES
Academic Record per level
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) Form 1 A list of potential ALS learners identified during the mapping
AF1 -
– List of Mapped and Potential Learners activities
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest
AF2 -
to
enroll in ALS Program
ALS Form 3 – Master List of Enrolled A record of learners who are officially enrolled in ALS
Learners and End of Program Assessment classes and their individual assessment status at the -
end of the program for the calendar year. AF 3
ALS Form 4 – Master List of A& E A list of candidates qualified to take the A & E accreditation
AF4 -
Registrants and
equivalency exam.
ALS Form 5 – Learner’s Permanent Record A record of learners’ basic personal profile and learning
AF5 -
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 Feedback for incorrect responses: “SF3 is a list of books
teacher. She received a letter that a school and other reading materials issued to the learners and
stakeholder would like to know what reading SF3 returned to the issuing authority.”
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 Feedback for incorrect responses: “SF2 is a list of the
Danica, a teacher-adviser, complaining for the learner’s daily attendance.”
remarks given in the report card (SF10), “It
would be helpful if you come to school on a SF2
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 Feedback for incorrect responses: “SF8 is a record of the
school stakeholders that could help her class learners’ health and nutritional assessment.”
in the feeding program. The majority of her SF8
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 Feedback for incorrect responses: “SF9 is an individual
child’s academic achievement but you failed SF9 periodic report of a learner’s academic achievement.”
to inform them. What school form was not
properly issued?
Jeanne Therese, a Grade 4 student, was Feedback for incorrect responses: “SF2 is a list of
accidentally hit by a car outside the school learner’s daily attendance.”
during class hour. You were given a complaint
SF2
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

1. Official lists of learners enrolled in ALS

2. Basic information of individuals who signified interest to

enroll in ALS

3. Record of learners after the mapping activity done in

community

4. Report of learners’ learning progress

5. List of candidates qualified to take the Accreditation &

Equivalency
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.
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

Efficiency Accuracy

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
2 copies of SF10-ES without attaching
any documents for the checking of her
forms.
Teacher Rochelle, a Grade 7 class adviser,
could not encode the SF10-JHS of one of
her learners because of the absence of
SF10-ES as the attachment.

Aira finished the Grade 8 level and would

like to continue her studies in the same
school. She asked for her SF10 and would
like to submit it to her soon-to-be
adviser.

Che-che transferred out to continue Grade

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

Upon the receipt of the written request,

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

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

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

THINK

FEEL

DO

52 The Teacher Induction Program - Core Course 5

Summary

References (Documents to be Output (Reports/Forms to be

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

1. At the end of the school year, a
kindergarten teacher will prepare a
report on learners’ progress to
inform parents using SF10.
2. Information in the SF1 is consistent
with
what is written in the Birth Certificate.
3. The List of Graduates and
documents/ reports in relation to
the ranking of honors shall be
prepared and checked.
4. The learner’s academic records
shall be the basis of the adviser for
enrolling or validating the said
learner in the LIS.
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.
54 The Teacher Induction Program - Core Course 5
Suggested Additional Readings particular physical or cyber site.

The Basic Education Information System (BEIS) is a

database of education statistics, sector
performance indicators and profile of public and
private schools, learning centers and other
education service providers. It is a web-based
system designed to enhance information
management at all levels of the education system
(school, division, region and national levels) through
streamlined processes and use of information and
communication technologies. It aims to deliver
relevant and accurate information to school
heads, education managers, policy makers and
various stakeholders of the education system.
Visit [Link] and http://
[Link]/
The BEIS provides information for planning,
quality assurance, monitoring & evaluation and
other decision- making activities at all levels of
the education system.

Additional Task: Seek the help of the School

LIS Coordinator and get started with LIS.

Summary

• 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
• Kindergarten education years of junior high school education and
shall mean one (1) year two (2) years of senior high school
of preparatory education. The entrant age to the junior
education for children and senior high school levels are typically
at least five (5) years twelve (12) and sixteen (16) years old,
old as a prerequisite respectively.
for Grade I. • There are other teaching and non-teaching
• Elementary education personnel that work together to meet the
refers to the second needs of learners and the wider school
stage of compulsory community. Knowledge of the specific roles
basic education which and functions of each personnel helps newly
is composed of six (6) hired teachers know who to approach to seek
years. The entrant age support and guidance especially in their early
to this level is typically years of teaching.
six (6) years old.
• School-based Management (SBM) transfers
• Secondary education decision-making authority from the central
refers to the third and district authorities to the school
stage of compulsory community and school leaders to create
basic education. It significant changes in improving education
consists of four (4) within their local context.

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
• Republic Act No. 4670 on The Magna Carta
that are applicable to specific
for Public School Teachers
scenarios in the field;
• Republic Act No. 10627 on Anti-Bullying
2. identify practices that uphold the dignity of Act of 2013
teaching as a profession;
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
Key Topic 1: Republic Act No. 4670
universities.
Did you know?
As used in the Act, the term “teacher” shall mean all
Magna Carta translates to “The Great Charter.” The persons engaged in classroom teaching, in any level
term is used to refer to the charter of English of instruction on full-time basis, including:
liberties granted by King John on June 15, 1215
(Stenton, 2020). It is one of the most important  guidance counselors
documents in history as it established the  school librarians
principle that everyone is subject to the law, even
the king, and guarantees the rights of individuals,  industrial arts or vocational instructors
the right to justice, and the right to a fair trial  and all other persons performing
(Eleftheriou-Smith, 2015). The Magna Carta for supervisory and/ or administrative
Public School Teachers aims to improve the social functions in all schools, colleges, and
and economic status of public school teachers in universities operated by the Government or
basic education, their living and working its political subdivisions
conditions, employment, and career prospects.
but shall not include:
As teachers’ efforts are being recognized in
building the nation, a law was passed to look after  school nurses
the welfare of the public-school teachers and to
 school physicians
promote, improve, and secure the professional
rights of a teacher—known to be the RA No. 4670 or  school dentists
the Magna Carta for Public School Teachers.
 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 Mentor/s or

Topic and Page number Queries/Points for
from the LAC session
Clarification
Section 11, page Could I be in the same school as my
husband/
Provision for Married Teachers first degree family member?

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 in the How should the matter be

Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 1: Teacher Ana is
a Science teacher in a Senior
High School and has been
very active in fostering a
variety of learning strategies
to engage her learners in
learning their topics. She
would mostly ask her
learners to 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 in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 2: Teacher Connie
was a newly-assigned
English public school teacher
in Mataas na Nayon High
School, and as she started
to adapt in the new setting
of the school, she noticed
something in one of the
more seasoned teachers in
the 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 keep her
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 in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 3: Teacher Antonio
is an Araling Panlipunan
Teacher in public high school
for 5 years. He is taking up
his Master’s Degree in
Demographics and now in his
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
Sareemah moved from
Mindanao to Pampanga and
was successfully employed
to teach in a public school.
Rooted in her Islam culture
and tradition, Teacher
Sareemah wishes to practice
her customs as a 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 in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?

Scenario 5: Teacher Alonzo

saw his photo being shared
in social media by one of the
influential TV programs that
hails itself as the program
that gives justice to the poor
and 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 in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 6: After strong
typhoons that caused
multiple damages on the
production of the
commodities in their area
farmed and tilled by the
parents of the learners of
Teacher Carla, she felt
compelled to do something to
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 in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 7: Teacher
Justine is excited about
giving birth to her first baby
as a public-school teacher for
just over three years in
Macalintal National Science
High School. She is in the
third trimester of her
pregnancy and is expecting
to give birth in the month of
June, which she thought is the
perfect time to use her
maternity leave and avail
its full benefits. However,
due to some pregnancy
issues, she started to feel
labor contractions early May,
which is still technically
part of the vacation season of
the school. A few days after
giving birth, Teacher Justine
felt uneasy and troubled
because she was worried that
she won’t be able to avail
the full benefits of maternity
leave due to the fact that
she gave birth during the
vacation season.

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 Public School Implications for your professional Notes from the LAC session
Teachers duties as a teacher
1. Section 13. Teaching Hours. Any teacher engaged in
actual classroom instruction shall not be required to
render more than 6 hours of actual classroom teaching
per day. Provided, however, that where the exigencies of
the service so require, any teacher may be required to
render more than 6 hours, but not exceeding 8 hours of
actual teaching hours a day.

2. Section 10. No Discrimination. There shall be no

discrimination (i.e., gender, cultural, religious, disability,
etc.) whatsoever in the entrance to the teaching
profession, and/or during in exercising its duties or
even in the termination of tenure in service.

3. Section 27. Freedom to Organize. Public school teachers

shall have the right to freely and without previous
authorization both to establish and to join organizations
of their choosing, whether local or national to further
and defend their interests.

Guide for Mentors and Newly Hired Teachers 65

 Provisions in the Magna Carta for Public School Implications for your professional Notes from the LAC session
Teachers duties as a teacher
[Link] 8. Safeguards in Disciplinary Procedure. Every
teacher shall enjoy equitable safeguards at each stage of
any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
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 designated authorities.

5. Section 24. Study Leave. In addition to the leave

privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not
exceeding one school year after seven years of service.
Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the
period of such leave, the teachers shall be entitled to at
least sixty per cent of their monthly salary: Provided,
however, That no teacher shall be allowed to accumulate
more than one year study leave, unless he needs an
additional semester to finish his thesis for a graduate
study in education or allied courses: Provided, further, That
no compensation shall be due the teacher after the first
year of such leave. In all cases, the study leave period shall
be counted for seniority and pension purposes.

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
 answer in 5-7 sentences in the space
provided below. Once done, discuss this
topic with your mentor.
Session 2: The Code of Ethics
for Professional Teachers
Key Topic 1: Code of Ethics for
Professional Teachers

The Code of Ethics for Professional Teachers serves

as a guide for teachers to exhibit professional
disposition in the learning community at all times.
It is imperative that you observe and practice this
set of ethical and moral principles, standards, and
values. In everyday life, you are confronted with the
challenges to do the right thing. When you are faced
with professional decisions that seem to have ethical
implications, there are conditions and provisions of
the Code of Ethics that will guide you to determine
the best actions.
Required Task 1: Scenario Analysis
Read the Code of Ethics for Professional Teachers
and reflect on your practice as a teacher. Guided by
your understanding of the Code of Ethics for
Professional Teachers, identify the provisions that
can guide you to come up with the best action.
Discuss with your mentor and write your answers on
the space provided in each number.
Scenario 1: Teacher Antonio received a complaint
from the father of one of his advisory students
regarding the grade of his daughter in English. The
father told him that the student struggles in
English but she is very persistent to learn. He
insisted that his daughter did not deserve to receive
a failing mark and demanded a reconsideration.
However, Teacher Antonio knows that the student
skips classes and seldom goes to her English
classes. As a homeroom adviser, what’s the best
thing for Teacher Antonio to do following the Code
of Ethics for Professional Teachers? Write your
 What did you learn about the discussion with your
mentor? Did your perspective change when you
discussed the scenario with your mentor?

68 The Teacher Induction Program - Core Course 5

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

As mandated in the Code of Ethics for Professional

Teachers, you have the responsibility to interact
positively with parents, community members, and
other stakeholders in the school. Communication
with parents must be conducted regularly and be
kept professional and free from arguments. If you
have an issue with parents, community members, or
stakeholders, 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,
projects, and activities of the school.

Scenario 2:
Teacher Ronnie has been teaching for the last five
(5) years in a public elementary school. Every time
his principal asked him to attend a training, he
would always decline and give several reasons and
alibis why he couldn’t attend. What possible actions
should be done by the school if he continuously
refuses?
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.
70 The Teacher Induction Program - Core Course 5
 Prompt Answer Feedback
If you were in the situation of Teacher Dina, Think of the most plausible solution that
what would you do? could be equally beneficial to both parties. The
school principal has the authority to decide
a. I will just pronounce my absence during which options are best in a particular situation.
the Reading Camp without having the In the same way, as a proactive teacher, present
principal’s permission. options that align with your values as educators
and find a common 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
c. I will negotiate with the principal and Code of Ethics for Professional Teachers)
tell her 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
Which of the following provisions in the Code Correct! The Section 1 of Article VII says:
of Ethics for Professional Teachers covers the
particular scenario? “All school officials shall at all times show
profes- sional courtesy, helpfulness and
sympathy towards teachers…such practices
being standards of effec- tive school
a. Sections 1 and 2 of Article VI supervision, dignified administration, re-
b. Sections 1 and 3 of Article VII sponsible leadership and enlightened
directions.”
c. Preamble

d. Section 6 of Article II
The section 3 of Article VII says:

School officials shall encourage and attend

the pro- fessional growth of all teachers under
them such as recommending them for
promotion, giving them due recognition for
meritorious performance, and allow- ing them
to participate in conferences in training pro-
grams.

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 Ethics for Implications for your Notes from the LAC session
Professional Teachers professional duties as a teacher
Scenario 1: Teacher Suzette is a new teacher in
Mapayapa High School and was appointed as the
Campus Journalism advisor while also handling a
Grade 9 advisory class. She always arrives early for
her morning classes and leaves school late in the
afternoon to finish coaching student- journalists.
Her mentors and colleagues always remind her that
she should work smartly and avoid staying at
school very late.

Scenario 2: Teacher Arthur is a first-year HUMSS

teacher who teaches primarily Grade 12 learners.
At the end of the year, several of the seniors invited
him to a graduation party including some teachers.
His students wanted their teachers to join the
party to celebrate the 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.
Scenario 3: Teacher Larry is a Grade 10 Science
teacher. He had been struggling financially since her
wife’s deposition from work. The parents of one
of his students asked Teacher Larry to tutor their
daughter since they found out that she failed her
periodical exam. However, the School Head
stressed that teachers should not offer tutoring
services to their learners for remuneration.
Guide for Mentors and Newly Hired Teachers 73
 Provisions in the Code of Ethics for Implications for your Notes from the LAC session
Professional Teachers professional duties as a teacher
Scenario 4: Teacher Eli, a 55-year-old Grade 11
English teacher had been struggling with her
finances for the previous months since she had
applied for a loan which she used for her health
maintenance and the renovations of their house.
Finding herself in the difficult situation, she 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 sells to 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 subject areas, especially Mathematics.
While discussing linear equations, her teacher
called her up to answer one of the equations. She
went close to the board trying her hardest to
answer the calculations, but was not able to write
the correct answer. When she presented her
equation to her teacher, she saw her classmates
laugh. She felt very 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 provisions and articles specified in the
MY PLEDGE OF COMMITMENT Code of Ethics for Professional Teachers, please
share your insights focusing
I, , of havin on the learning that you gained from this session and at the
g
been appointed to the position of same time, other information that you think is
necessary to understand the Code of Ethics. Discuss
solemnly swear that I will well and with your mentor.
faithfully discharge to the best of my ability the
duties of my present position and of all others I
may hereafter hold under the Republic of the
Philippines, that I will support and defend the
Constitution of the Philippines, that I will bear true
faith and allegiance to the same that I will obey the
laws, legal orders and Decrees promulgated by the
duly constituted authorities of the Republic of the
Philippines and that I impose this obligation upon
myself voluntary without mental reservation or
purpose of evasion.

SO, HELP ME GOD.

Guide for Mentors and Newly Hired Teachers 75
 What are your significant learnings? How will these learnings be of help to you as a teacher?

What other information related to the Code of Ethics do you want to know? Please elaborate.
How will these learnings be of help to you as a teacher?

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: Input your score here.

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

For the purpose of the pilot testing, this accomplished coursebook

shall be uploaded at the end of the Google Form worksheet.
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 Dir. Runvi V. Manguerra
Diego
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. Jeanny S. Burce
Lampos
Senior Program Manager II Research
Project Officer Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Warren Quisada Angelo Uy

Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross
Pimentel
Josefino C. Pogoy, Chinita Tolentino Jennifer F. Vivas
Jr.
80 The Teacher Induction Program - Core Course 5
 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel Maria Lourie
Rageene Vera Perez Beverlyn Victor
Dueñas Ramirez
Nerio Benito Eseo Frankie Delos
Santos
Support Team
Ruth Mae Aris L. Solis Roy Benson
Ellorin Layout Artist NEAP ICT Technical Support
Layout Artist
Pilot Testing Participants
Region IV-A Region VI Region VII
Division of Division of Iloilo Division of
Cavite Division Division of Negros Bohol Division
of Quezon Occidental of Cebu
Division of Division of Antique Division of Negros
Batangas Oriental
Guide for Mentors and Newly Hired Teachers 81