Teacher Induction

Program
CORE COURSE 5
(TIP)
Responding to Community Contexts

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, ofÏces, 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 ofÏces 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 and Processes Required Tasks
• Reflections
Intended Module Learning Outcomes:
• Policy reading
At the end of this module, you should be able
• Scenario analyses
to:
• Writing tasks
1. discuss the history and background of the
public education system to understand • Organizational structure analysis
the organizational development of
DepEd; Required Resources
2. address concerns and respond to • Historical Perspective of The
scenarios in the field using knowledge Philippine Educational
of existing laws and regulations on System,
[Link]
DepEd organizational structure and
history/
processes; and
• Republic Act No. 9155 on Governance
3. respond to real-life scenarios that of Basic Education Act, 2001
require the application of the knowledge
on organizational structures of the • Republic Act No. 10533 on An Act
Department and the school. Enhancing the Philippine Basic
Education System by Strengthening its
Curriculum and Increasing the Number
Module Outline
of Years for Basic Education, 2013
Session 1: The Philippine Public Education
System Optional Readings
Session 2: DepEd Central OfÏce • DepEd Order No. 53, s. 2013 on
Approval and Implementation of the
Session 3: DepEd Regional and 2013 DepEd Rationalization Program
Schools Division
OfÏces • DepEd Order No. 52, s. 2015 on New
Organizational Structures of the
Session 4: The School Structure Central, Regional, and Schools Division
OfÏces of the Department of Education
Estimated Time Required: 2.5 hours
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] hist
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 brought by (How does this affect the succeeding public
identified this time period?) education system?)
in the article?)
Pre-colonial Period Education was informal, unstructured, andEssential learning was prioritized during
devoid of methods. Children were 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 theFormalization 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 allowed it to spread their cultural values,
English was adopted as the medium of
particularly the English language, to the instruction in all public schools
Filipino people. Instruction in English
language, and American history, lead to
forming of a national identity and Filipino
nationalism.

Contemporary Society (Third Education and modern society have been implementing a curriculum that responds to
mutually dependent during this historical the current needs of society. Which will
period. National societies expect their result in competent students being
Republic-Present) educational systems to provide education produced by the school.
that supports the 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.
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.
 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 OfÏce 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.
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 efÏcient 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.
Required Task 2: Reflection Questions 2. Which turning point in the history of
Answer the following reflection questions the public education system has
below based on huge implications in the
the excerpts. development of the Department of
Education?
1. What educational practices
observed in the historical stages of
development are the foundational
elements of education in the
Philippines?

The Decree of Education in 1863

established the first 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.
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
The trifocal education system refocused known as the Governance of Basic
DECS’ mandate to basic education Education Act of 2001, renames the
which covers elementary, secondary, Department of Education, Culture and
and non- formal education, including Sports to Department of Education
culture and sports. TESDA now (DepEd). The law also serves as a
administers the post- secondary, framework decentralizing governance to
middle-level manpower training and i the field and making the schools and
responsible for higher s learning centers (LCs) the “heart of the
supervises education.
all elementary and education system.” It promotes the
secondary education institutions, principle of shared governance which
including alternative learning systems, recognizes that every unit in the
Department of Education has a particular
both public and private; and provides
role, task, and responsibility inherent in the
for the establishment and maintenance
ofÏce and for which it is principally
integrate syste of basic
accountable for outcomes.
d tom th goaleducation
of
developmen e s To carry out the goals of the department, the
t. 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 OfÏce (CO) and will be
transmitted to the Field OfÏces 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 responsibilities in these ofÏces.
the 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 ofÏces 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
Required Task 1: Writing Task
2. RA No. 9155 states that “the school shall
Answer the following questions. You may be the heart of the formal education
answer each item in 4-7 sentences. system.” How does this statement relate
to you as a teacher and as a part of a
1. As part of the DepEd, how can you
larger organizational landscape?
contribute to successfully implement
A school is a place where children
programs of the Department and carry learn
out its purpose and objectives? Give and develop their minds and skills.
specific ways and examples.
Teachers should not only teach what is
written in the book but they should also
love, care, and have compassion to
I will do my best to help implement the
their students.
mission Thus,
and vision to schoolsth shall
bes
different programs of the Department of
Education; and carry out its purpose and provide possible basic e t
objectives through by being an
innovative, dedicated, efÏcient and
effective teacher that promotes quality
education for all.

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.
The Teacher Induction Program - Core Course 5
Session 2: The DepEd Central Offices
Preliminary Activity: KWL Chart
Complete the chart below. List down the things
you already know about the DepEd management
structure on the first column. On the second
column, list down the things that you want to
know about the DepEd organizational
structures. Finally, synthesize your new
understanding after this session by listing
down things you learned about the DepEd
Organizational Structures.

Know Want Learned

(What you know) (What you want to know) (What you
have learned
after the
session)
The Deped has organized itself into two I want to know 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 Cental 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,
education at the national level; goals of the department. and is responsible for the establishment
and and maintenance of a comprehensive,
2. The field offices-the region, adequate, and integrated basic education
divisions, schools, and LCs-that system that contributes to national
are responsible for the regional an development goals. The organizational
administration of the structure has two components that manage
Departments’ mandate. all of the educational policies and
principles.
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 A. The DepEd Rationalization Program
otherwise known as the Governance of Basic
Education Act of 2001. The DepEd Rationalization Program is
an effort to efÏciently maximize the
The Department of Education’s Central OfÏce
department’s functions so it can focus
shall exercise overall authority and supervision
on attaining its vision, mission,
over the operations of the department and the
objectives, and its core business—
attainment of its mandate. Specifically, the
education.
ofÏce is designated to:
For DepEd to focus on its core business,
• set overall education agenda,
there is a need to reiterate the goals of
directions, and policies;
the DepEd Rationalization Plan
• formulate systems and standards concerning the different organization
for national adoption; levels of the department. The goals are
• perform investment programming; as follows:

• articulate national frameworks to guide • have a more efÏcient and effective

the organization in the performance of its central office that focuses on policy
core functions and the provision of making, standards- setting, and
support; overall leadership of the department;
• oversee quality assurance and • have a re-engineered regional
performance accountability; and office that focuses on localization of
policies, performs quality assurance,
• build partnerships with the Local
Government Units (LGUs) & Non- and fulfills its duties as the
Governmental Organizations (NGOs). technical support hub of its
divisions; and
• have a re-engineered division
Study the DepEd Organizational Structure by office that focuses on field
visiting the DepEd leadership and supervision to better
website: support the schools in delivering
[Link] education services to the learners.
central- ofÏce/.
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.
B. New Organizational Structures of the
Central, Regional, and Schools Background
Division Offices of the Department of
1. In August 2001, Republic Act No. 9155, An Act
Education
Instituting A Framework of Governance for Basic
Education, Establishing Authority and
The DepEd Order No. 52, s. 2015, also Accountability, Renaming the Department of
known as the New Organizational Education, Culture and Sports as the Department of
Structures of the Central, Regional, and Education, and for Other Purposes, otherwise
Schools Division OfÏces of the known as the Governance of Basic Education Act
of 2001, was issued. It provided a framework
Department of Education has the
for the governance of education,
following purpose: decentralizing governance to the field, and
making the schools and learning centers
(a) focusing government efforts on the heart of the education system. The law
the exercise of its fundamental also established the authority and
functions of establishing and accountability of the various organization
providing the appropriate social, levels of the Department of Education
political, and economic (DepEd).
environment within which 2. In October 2004, Executive Order No. 366
development can prosper; (EO 366, s. 2004), Directing A Strategic Review
of the Operations and Organizations of the Executive
(b) transforming the bureaucracy into Branch and Providing Options and Incentives for
an effective and efÏcient institution Government Employees Who May Be Affected by the
Rationalization of the Functions and Agencies of the
for the delivery of core public
Executive Branch, was issued. According to
services; and Section 2 of the said EO, the initiative aimed
to: (a) focus government efforts and
(c) ensuring the long-term resources on its vital/core service; and (b)
sustainability of core government improve the quality and efÏciency of
services through resource government services delivery by
mobilization and cost- eliminating/ minimizing overlaps and
effective public duplication, and improving agency
performance through the rationalization of
expenditure service delivery and support systems, and
management. organization structure and stafÏng (Section
2, EO 366, s. 2004).
Study the DepEd Central OfÏce
Organizational Structure and read the 3. In December 2011, DepEd embarked on
following excerpt from DepEd Order No. the review and revision of its
Rationalization Plan (RP) based on RA No.
52, 9155 and long-term reforms needed in the
s. 2015. After reading, answer the education sector to respond to fast-
following questions. You may answer changing demands of the local and global
each question in 3-5 sentences.
You may access DepEd Order no. 52, s.
2015 through this
link:
[Link]
uploads/2015/10/DO_s2015_52.pdf
Rationale of the Organizational Structures

1. The rationalized organizational structures and stafÏng patterns were a result of the
thorough study of the DepEd Change Management Team (CMT) on the current structures,
functions, and stafÏng complement of the DepEd ofÏces 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 ofÏces and
units. The organizational strands are as follows:
1. Office of the Secretary
The OfÏce 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 ofÏces 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 efÏciency 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 2. In what ways can the
Department of Education? th
restructured DepEd, Rationalizatio
through
Program, help e an a DepE
personn an you s public-d
el d school
teacher?

Restructuring the Department It will act as a guide for

of Education was required to teachers in adopting teaching
implement our strategic plan norms and standards as well
for progress in every school, as processes to meet the
particularly in light of the present demands on the
changing needs and demands educational system. It will
of our society. Similarly, on also give all teachers an
this day of pandemic, the understanding of how to use
department of education must tactics to make their work
redesign the system to deal easier and more productive.
with the current situation.
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” The particular DepEd organizational Teacher Jeanne's difÏculty and concern
strand that will promote or can helps can be remedied by following proper
who is dedicated to providing basic Teacher Jeanne’s condition is the procedures and seeking assistance from
education to the pupils in a geographically Finance and Administration strand the Governance and Operation strand.
isolated community in her province. She of the Department of Education
which is the responsible of
was deployed to educate the pupils with a
ensuring the efÏciency to support
parallel module to that of formal the organization as a whole to focus
elementary education but in a relatively on its core business and thus attain
informal setting and schedule. its targets through the
provision of finance and
administrative services.
Teacher Jonnalyn is a permanent teacher The particular DepEd organizational Teacher Jonnalyn's problem might be
strand that will promote or can helps solved by the ofÏce offering financial
who is facing financial challenges. Once her Teacher Jonnalyn is the Finance and guidance and support. Teachers
prior loans were paid, she directly proceeds Administration on which this strand Jonnalyn's scenario could also be
to take out another loan. The cycle of ensures the efÏciency to support the considered for the stated ofÏce to conduct
organization as a whole to focus on and deliver programs to address this kind
financial debt goes on.
its core business and thus attain of issue.
its targets through the provision of
finance
and administrative services.
Teacher Arvin, the school’s basketball The Curriculum and Instruction With such advice or concern from Teacher
strand of the Department of Arvin, the Department of Education's
coach, focused not only on the Education, which is responsible for Curriculum and Instruction strand can
psychomotor skills of his players but also ensuring that the organization develop programs and curriculum that will
on the development of mental discipline focuses on the delivery of a meet the needs of the students without
relevant, responsive, and effective disrupting the availability and schedule of
and social values through after-school
basic education curriculum around students or teachers.
sports programs. which all other strands and ofÏces
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 Teacher Edith must be informed about the
Legal and Legislative Affairs strand, required documents and units or degrees
promotion as a Master Teacher. She submits which is responsible for increasing for a smooth and efÏcient promotion
all of her requirements and waits for the the organization's capacity to deal process. Legal and Legislative Affairs
results. But she lacks the required number with legal challenges and being should ensure that all teachers are
proactive in carrying forward its informed about this matter by conducting
of units for her Master’s degree.
legislative agenda, an orientation or possibly providing
is the ofÏce that can assist Teacher a list of documents required to avoid
Edith. misunderstandings.
Nanette is teaching in a low-lying school. One day, The Department of Education's Before canceling class due to heavy rain,
OfÏce of the Secretary strand which Teacher Nannete should wait for an order
during a heavy rainfall, she was advised of provides overall leadership and from the government or the OfÏce of the
direction at the national level. Secretary of the DepEd Organization. She
class cancellations and calmly assessed Attached and support agencies to must first ensure the safety of her class by
the situation before she directed the class DepEd are included under the not letting them alone, especially during
to go home. OSec. is the ofÏce that can assist terrible weather.
Teacher Nannete
Session 3: The DepEd Regional • establishes and manages partnerships.
Office and Schools Division
Offices

The DepEd Regional OfÏce 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 OfÏce:
• 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
The regional ofÏces are
categorized based on size
classification and shall be
classified as small, medium,
or large. Hence, the
Organizational Structure of
the Regional OfÏce is
presented in Figure 2 on the
next page.
 Fig. 1. Organizational Structure of the Regional Office
DO 52, s. 2015, New Organizational Structures of the Central,
Regional, and Schools Division OfÏces 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 OfÏce. Choose the correct answer
from the choices below.

A. Quality Assurance E. Curriculum &

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

Function Answers Feedback

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

4. To coordinate and integrate the Field Technical Assistance is the strand that
ensures the capacity of the organization to
provision of technical assistance (TA)
continuously improve and be strategic in
to schools’ divisions with the purpose managing the environment for which
of facilitating the delivery of quality Field Technical Assistance “teaching and learning” takes place.
basic education and creating an
enabling environment for schools and
learning centers.
5. To ensure compliance with standards of Policy, Planning & Research is the strand
that ensures that the region and school
quality basic education by assessing, divisions are meeting fundamental education
monitoring, and evaluating the region Policy, Planning & Research requirements by assessing, monitoring, and
and school’s division performances to evaluating their performance in order to
inform decision making and guide inform decision-making and lead policy
policy directions in the region toward directions in the region toward continual
continuous improvement. development.

6. To facilitate the implementation of Policy, Planning, and Research is the strand

that conducts research studies and maintains
education plans, policies, and Regional Education Planning and Data
standards in all areas of basic Management Systems to help the region
education in the region through the
Policy, Planning & Research
implement education plans, policies, and
conduct of research studies and standards in all areas of basic education.
maintenance of Regional Education
Planning and Data Management
Systems.
7. To ensure competent personnel and Human Resource Development is the strand
that ensures competent personnel and staff in
staff in the regional and schools regional and school division offices by
division offices through efficient and Human Resource Development providing efficient and effective training to
effective training towards professional improve professional competencies and
competencies and organizational organizational performance.
performance.
8. To provide the regional office with Personnel, records, reception of mail,
supplies, equipment, collection,
efficient, economical and effective disbursement, security and custody of
services relating to personnel, property, and reportorial duties to oversight
records, receipt of correspondence, Administrative authorities are all covered by the
supplies, equipment, collection, administrative strand.
disbursement, security and custody of
property, and reportorial work to
oversight agencies.
Key Topic 3: The Schools Division Office (SDO)
As the frontline ofÏce 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.
 Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division OfÏces 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 It was classified as SGOD
in the conduct of their Continuous Improvement Plan
SGOD since it deals with planning
(CIP) in eradicating the number of non-numerates in
their school. She submitted it to the SDO for
and research.
assessment.
Teacher April is having a hard time managing her
class because her schedule is in the last period before It was placed under the
class dismissal. She then seeks help from the head SGOD because it requires
SGOD
teacher and colleagues for some advice. Upon help from the area of
learning about Teacher April’s struggles, the head human resources
teacher found it necessary to provide a classroom development.
management training for teachers.
Teacher Michael is the schools’ DRRM Coordinator. He It was classified as SGOD
prepares and submits situation reports to the SDO on
SGOD since it discusses
any hazard affecting the school operations such as flood,
conflict, fire, among others, and provides real- time updates
Educational Facilities.
to the SDO.
Teacher Angel, an English teacher, seeks help through Since the scenario
setting a pre- conference meeting with her described about
Department Head for her upcoming classroom CID
Instructional Management
observation. She wants to know the best ways on how
Part, it was considered as
she can employ the indicators required in the
Classroom Observation Tool (COT).
CID.

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

Reflect and answer the following 2. Why should a teacher know who to
questions: 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 essential for a teacher to

understand the department of
education structure and the
school processes to know how
learning policies, plans, and
programs are implemented .And
knowing the DepEd organization
structure and school processes in
the performance of my duties as
a teacher is that it will help me to
do my work easier.
28 The Teacher Induction Program - Core Course 5
Summary

• DepEd Order No. 52, s. 2015 identified

organizational actions that were taken
on the existing ofÏces in the
Department. It presents the ofÏcial
organizational structure of the DepEd
Central, Regional, and Division OfÏces.
• The Central OfÏce focuses on policy
making, standards-setting and overall
leadership of the department. The
Regional OfÏce 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 OfÏce 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 ofÏces in different
structural levels (central, regional, and
division level) for them to have a better
understanding and appreciation of how
the different ofÏces work together. It
also helps teachers know which ofÏces
are in charge of concerns that they may
encounter in the field.
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.
 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 StafÏng
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 StafÏng
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 Librarian/LRMDS Coordinator The librarian ensures
The scenario
learners and teachers access the place where efficient
depicts and effective
a
reading materials and learning resources are Guidance Coordinator/Teacher access to learning
kept. He also crafts a schedule of the classes that
Librarian/LRMDS
resources for teachers
could visit the place. He coordinates with the andCoordinator's dutiesas
learners, as well
Guidance Counselor and responsibilities.
School Head for the selection, acquisition, scheduled visits by class
organization, and maintenance of reference and groups and coordinates
reading materials. Subject/Learning Area with the property
Coordinator/ Department Head custodian and/or
Principal for the
maintenance of reference
Teacher Lorrine is handling a case of some Grade Librarian/LRMDS Coordinator The scene portrays an
and reading materials.
7 learners who were caught cheating by their action by the
adviser. She calls the attention of the parents and Guidance Coordinator/Teacher Guidance
The prefect ofCounselor
discipline
reports to them what the learners did. Since it is or in the dealing guidance
with
the first incident, the learners are reprimanded and counselor is responsible
Guidance Counselor cheating students.
reminded of the importance of honesty and of not for student behavior
cheating. management linked to
Subject/Learning Area
specific roles and
Coordinator/ Department Head
functions and makes

32 The Teacher Induction Program - Core Course 5

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

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

Coordinator Guidance

Counselor Administrative

Officer

Miss Rhea prepares the receipt, issuance, Librarian/LRMDS Miss Rhea's actions
maintenance, and safekeeping of supplies, portrayed the school's
materials, and equipment and other properties Coordinator School Nurse Property Custodian
and facilities of the school. She also conducts and duties and obligations.
maintains the inventory of properties and
Property Custodian
prepares the required reports for the School
Head’s reference.v
Feeding Program Coordinator
Guide for Mentors and Newly Hired Teachers 33
Key Topic 5: School-based
Management (SBM)
The School-based
Management (SBM) is an
initiative of the Department
of Education to decentralize
and empower the school
communities to enable them
to actively participate in the
continuous improvement of
schools towards
the
attainment of
higher
pupil/student
learning
outcomes. With SBM, the
school is regarded as a key
provider of education. The
SBM empowers the
school’s key ofÏcials to make
informed and localized
decisions based on their
unique needs toward
improving our educational
system (DepEd Memo no.
386, s. 2009).
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
To avoid such bullying among the
issues and concerns in the school
community. Discuss how you can help in students, she needed to first
each scenario and involve some key
personnel who can help you resolve the approach the science teacher and
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 needed to seek assistance from the
advisory students, visited you in the school
because of a bullying incident that you are guidance councilor to provide
not aware of. She was very angry and adequate procedures for disciplining
disappointed about what happened
because the incident was not addressed the concerned students. She should
and resolved properly. Her daughter is still also notify the bully student's parents
afraid and decided not to go to school that
day. The incident happened during or guardians so that they can
Science time because the teacher was late
discipline their child.
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?

35
Scenario 2
as the adviser?
Teacher Mary Ann, a fellow teacher whom
you consider a friend, messaged you on I will conduct a make-up class for the concerned
Facebook and told you that she will be
students who are affected by the school activities so
absent tomorrow. She asked you to
that they can cope with the lesson and complete the
substitute all her five classes. Without
needed3 written works and performance task
Scenario
letting you respond, she already sent you
the learning materials for her lessons Lito, the class president of your advisory
tomorrow. However, you also have classes class, was elected as the president of the
to attend and your learners are expecting Supreme Student Government (SSG).
to deliver a performance task that they After three months, his subject teachers
prepared for. What are you going to do as a are having trouble with his class standing
colleague and who should you direct her because of his frequent absences and non-
to? submission of required written and
performance tasks. Lito is getting
overwhelmed with the various school
activities he manages. What are you going
to do
As a fellow teacher and a friend, I must
accept Teacher Mary Ann's request for
assistance in determining if her cause was an
emergency or an urgent matter. First, I will
counsel my buddy and tell her that our
students are our responsibility, and I will
encourage her to avoid being absent,
especially when there are many tasks to
complete. Then I'll enlist the services of the
floating instructors, who are in charge of
handling such tasks when regular teachers
weren’t able to attend the class. In addition,
I will endorse the teaching resources that my
friend gave to me in order to make her
teaching and handling the class easier and
more effective.
Session 5: Common/Standardized
School Forms Key Topic 1: Adoption of 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.
Required Tasks Choose only one answer.

The following are the tasks in this module. Legend: K – Kinder

• Reading activities ES – Elementary School (Gr.

• Checklist 1 to 6) JHS – Junior High
• Scenario Analysis School (Gr. 7 to 10) SHS –
• Interview Senior High School (Gr. 11 &
• Writing Activities
12)
• 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.
 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 SHS /
Requirements
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
Standardized School Forms Required Task 2: Reading
Read DO 58, s. 2017 – Adoption of New School
Forms for Kindergarten, Senior High School,
With the nationwide implementation of the K Alternative Learning System, Health and
to12 Basic Education Program, particularly of Nutrition and Standardization of Permanent
Senior High School (SHS), and the intensified Records. (URL, hyperlink)
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 The set of modified school forms provides
Records, that institutes new forms to be used information that are significant in planning,
in schools and other institutions delivering resource allocation, and performance
basic education (particularly Kindergarten, monitoring and evaluation. The use of these
SHS, and ALS) and standardizes the forms for forms is mandatory in all public schools.
the learners’ health and nutrition and
You should become familiar with the following
permanent records.
School Forms and their descriptions, codes,
and, where applicable, Grade Levels as
This set of new, standardized school forms
stipulated in DepEd Order 58, s.2020.
provide 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 as
ofÏcial documents in public schools nationwide
unless approved (DO 58, s. 2017).
 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 A list of the learners’ daily attendance SF2 ES, JHS
Attendance Report
SF2-SHS SHS
School Form 3 – Books Issued and A list of books and other reading materials issued to SF3 ES, JHS
Returned the learners, and returned to the issuing authority
SF3-SHS SHS
School Form 4 – Monthly Learners Summary number of learners who moved in/out of SF4 ES, JHS
Movement and Attendance Report the school during the month
SF4-SHS SHS
School Form 5 – Report on PromotionA list of the learners’ academic performance and SF5-K K
and result of assessment by the end of the
Level of Proficiency school year SF5 ES, JHS
School Form 5A – End of Semester A list of the learners’ academic
SF5A-SHS SHS
and School Year Learner Status performance and result of assessment by
the end of the semester and school year
School Form 5B – List of Learners A list of Grade 12 learners who completed SHS
SF5B-SHS SHS
with complete SHS Requirements requirements and are candidates for graduation
School Form 6 – Summarized Report Summary number of learner status by the end of the SF6 ES, JHS
on semester and/or school year
Promotion and Level of Proficiency 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 A record of learner’s health and nutritional assessment SF8 K, ES, JHS
Health and Nutrition Report
SF8-SHS SHS

40 The Teacher Induction Program - Core Course 5

 SCHOOL FORM DESCRIPTION CODE GRADE LEVEL
School Form 9 – Learner’s An individual, periodic report of a learner’s academic SF9 -ES ES
Progress 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 SF10-ES ES
Permanent Academic Record achievement per level
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) A list of potential ALS learners identified during the mapping
AF1 -
Form 1 – List of Mapped and Activities
Potential Learners
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest
AF2 -
to
enroll in ALS Program
ALS Form 3 – Master List of Enrolled A record of learners who are officially enrolled in ALS classes
Learners and End of Program and their individual assessment status at the end -
Assessment 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 A record of learners’ basic personal profile and learning
AF5 -
Record Performance

41
Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.

Situations Answers Feedback

Teacher Joanne is a newly hired
substitute teacher. She received a letter The SF3 form is a record of books obtained by
that a school stakeholder would like to SF 3 students that must be retrieved at the end of the
know what reading materials are
needed in her class. In order to identify
school year.
the learning areas which have limited
books, what school form shall she consult?
Mrs. Anne, a parent, came to Teacher
Danica, a teacher-adviser, complaining
for the remarks given in the report card You must present the SF2, which contains the
(SF10), “It would be helpful if you come attendance record of your class, which can be your
SF2
to school on a regular basis,” the parent evidence regarding on that student who received a
complained that her child never got remark on his or her SF10.
absent from class. What school form
should you refer to as an evidence to
support the remarks on SF10?
Teacher Nico is having trouble in finding
school stakeholders that could help her To persuade a stakeholder, you must provide your
class in the feeding program. The class's SF8, which has a record of your students' BMI,
SF8
majority of her learners have aBody in order to determine the students' needs help so they
Mass Index (BMI) outside the healthy will be included on the feeding program.
range. What school form informed
her about this?
Parents need to be regularly informed of Ascertain that the SF9, or learner's report card, was
their child’s academic achievement but SF9 updated on a regular schedule, and that the
you failed to inform them. What school
form was not
learner's parent was kept informed.
properly issued?
Jeanne Therese, a Grade 4 student, was
accidentally hit by a car outside the Because the incident occurred outside of school, you
school during class hour. You were given are not responsible for your students; however, you
a complaint of negligence on your part SF2 must produce the SF2, which contains your class's
as a teacher. You explained that the child attendance record and may serve as proof that the
was absent in class that day. What student was absent that day.
school form would support your
testimony?
Required Task 4: Scanning Files
Indicate which of the forms shown in the table below need/require the listed data by putting a tick in the appropriate columns.

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 /

43
 Optional Task:

A. Teacher Rose Ann is a facilitator in the Alternative Learning System (ALS) in their school.
She was told by the School Head to prepare the needed reports written on the table.
Identify the forms that need to be prepared.
Reports Needed Forms to be used Answer
AF3 refers to a
1. OfÏcial lists of learners enrolled in ALS record of learners
AF3 who are ofÏcially
enrolled in
ALS
classes
AF2 refers to a
2. Basic information of individuals who signified interest Basic information
to enroll in ALS AF2 sheet of individuals

who signified
interest to
enroll in ALS
AF1 is refers a to
3. Record of learners after the mapping activity done in AF1 list of mapped
community learners
AF5 refer to
4. Report of learners’ learning progress a learners
AF5
progress
and

permanent record
5. List of candidates qualified to take the Accreditation AF4 refers to List of
& Equivalency candidates
AF4
Test qualified to take
the A & E
Test

B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you
have gray areas, you may seek the help of your mentor or any member of the School Forms
Review Team (SFRT). Write your new learnings about school forms in bullet points.
• Theseare the following school forms - SF1-Basic information of learners SF2 – Daily Attendance Report of Learners SF3 – Books Issued
and Returned SF4 – Monthly Learner’s Movement and Attendance– SF5 -Report on Promotion and Learning Progress and Achievement–
End of Semester and School Year Learner Status– List of Learners with Complete SHS Requirements SHS SF6 – Summarized Report on
Promotion– School Personnel and Assignment List and Basic Profile ES, JHS, SHS SF8 – Learner’s Basic Health and Nutrition Report, SF9
– Learner’s Progress Report Card SF10 – Learner’s Permanent Record
• These are the following ALS Form- AF3 refers to a record of learners who are ofÏcially enrolled in ALS classes AF2 refers to a Basic
information sheet of individuals who signified interest to enroll in ALS AF1 is refers a to list of mapped learners AF5 refer to a learners
progress and permanent record AF4 refers to List of candidates qualified to take the A & E Test
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 ofÏcial 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.
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, efÏcient, 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.
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 efÏciency,
DepEd has simplified the procedures on how
to efÏciently 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.
 Questions Answers Feedback
Teacher Jopay, a Grade 1 She must attach the
teacher, prepared
needed supporting
2 copies of SF10-ES without FALSE
documents to validate the
attaching
any documents for the checking of her information on the SF10
forms.
Teacher Rochelle, a Grade 7 class Sf10 is the learners
adviser, could not encode the SF10- permanent record the
JHS of one of her learners because
FALSE absences should be
of the absence of SF10-ES as the
recorded on the SF2 –
attachment.
Daily Attendance Report
of Learners
Aira finished the Grade 8 level and The transaction should be
would like to continue her studies in teacher to teacher on the
the same school. She asked for her
FALSE said school or it can be also
SF10 and would like to submit it to
endorsed by the record
her soon-to-be adviser.
keeper.
Che-che transferred out to continue The transaction of
Grade 11 to another school, she SF10should be school to
needs to bring a photocopy of her school. She was only be
SF10. FALSE
able to bring a certificate of
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 documents TRUE
of the learner and sent it to the
requesting school.

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

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
ofÏcial 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

 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

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
52 The Teacher Induction Program - Core Course 5
Summary

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

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

Familiarity with DepEd forms is crucial in order

to efÏciently accomplish forms that are
mandated by the Department. No other forms
will be used as ofÏcial documents in public
schools unless approved by the OfÏce of the
Undersecretary for Planning and Field
Operations.
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 FALSE It should be SF9- Learners’ progress report.
prepare a report on learners’
progress to inform parents
using SF10.
2. Information in the SF1 is
consistent with TRUE
what is written in the Birth Certificate.
3. The List of Graduates and
documents/ reports in relation TRUE
to the ranking of honors shall be
prepared and checked.
4. The learner’s academic records The basis should be SF1 which refers to
shall be the basis of the adviser FALSE School Register
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 The reference should be SF1 which refers to
reference in any other reporting FALSE School Register
that requires the list of officially
enrolled learners.
Suggested Additional Readings

The Basic Education Information System (BEIS)

is a database of education statistics, sector
performance indicators and profile of public and Summary
private schools, learning centers and other The school is an educational institution, private and public,
education service providers. It is a web-based undertaking educational operation with a specific age-
system designed to enhance information
management at all levels of the education
group of learners pursuing a set curriculum and receiving
system (school, division, region and national instruction from teachers. It is usually located in a school
levels) through streamlined processes and use building/s in a particular physical or cyber site.
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.
• Kindergarten years of junior high school education
education shall mean and two (2) years of senior high school
one (1) year of education. The entrant age to the junior
and senior high school levels are
preparatory typically twelve (12) and sixteen (16)
education for years old, respectively.
children at least five
(5) years old as a • There are other teaching and non-
prerequisite for teaching personnel that work together to
Grade I. meet the needs of learners and the wider
school community. Knowledge of the
• Elementary education specific roles and functions of each
refers to the second personnel helps newly hired teachers
stage of compulsory know who to approach to seek support
basic education and guidance especially in their early
which is composed of years of teaching.
six (6) years. The
entrant age to this • School-based Management (SBM)
level is typically six (6) transfers decision-making authority
years old. from the central and district authorities
to the school community and school
• Secondary education leaders to create significant changes in
refers to the third improving education within their local
stage of compulsory context.
basic education. It
consists of four
(4)
Module 2 – Relevant Laws for Teachers Required Resources
Intended Module Learning Outcomes
At the end of this module, you should be able • PRC Resolution No. 435, s. 1997 on Code
to: of Ethics for Professional Teachers
1. cite specific provisions in the • Republic Act No. 4670 on The Magna
laws that are applicable to Carta for Public School Teachers
specific scenarios in the field; • Republic Act No. 10627 on Anti-
2. identify practices that uphold the Bullying Act of 2013
dignity of 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
Session 1: Magna Carta for Public School
Who is covered under the Magna Carta?
Teachers
The Act applies to all public-school teachers
Key Topic 1: Republic Act No. 4670 except those in the professorial staff of state
colleges and universities.
Did you know?
As used in the Act, the term “teacher” shall
Magna Carta translates to “The Great Charter.”
mean all persons engaged in classroom
The term is used to refer to the charter of
teaching, in any level of instruction on full-time
English liberties granted by King John on June
basis, including:
15, 1215 (Stenton, 2020). It is one of the most
important documents in history as it • guidance counselors
established the principle that everyone is
• school librarians
subject to the law, even the king, and
guarantees the rights of individuals, the right • industrial arts or vocational instructors
to justice, and the right to a fair trial (Eleftheriou-
Smith, 2015). The Magna Carta for Public • and all other persons performing
School Teachers aims to improve the social and supervisory and/ or administrative
economic status of public school teachers in functions in all schools, colleges, and
basic education, their living and working universities operated by the
conditions, employment, and career prospects. Government or its political subdivisions

As teachers’ efforts are being recognized in but shall not include:

building the nation, a law was passed to look • school nurses
after the welfare of the public-school teachers
and to promote, improve, and secure the • school physicians
professional rights of a teacher—known to be • school dentists
the RA No. 4670 or the Magna Carta for Public
School Teachers. • and other school employees
 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 Clarification
from the LAC session
When possible, the proper authorities
Section 11, page should make every effort to allow
Could I be in the same school as my husband/
married couples who are both public
first degree family member?
Provision for Married Teachers school teachers to work in the same
area.
Teachers must have academic
independence in carrying out their
professional responsibilities, notably
Am I allowed to study without informing
Section 12, Academic Freedom in terms of teaching and classroom
my working school?
approaches without informing
anybody or asking for permission
from anyone.
Any teacher engaged in actual
classroom instruction shall not be
required to render more than six hours
of actual classroom teaching per day,
which shall be scheduled to allow him
time to prepare and correct exercises
Am I required to go to my working school and other work incidental to his
Section 13, Teaching Hours
at 7am to 4pm? normal teaching duties: Provided,
however, that where the exigencies of
the service so require, any teacher
may be required to render more than
six hours but not more than eight
hours of actual classroom teaching
per day.

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 Teacher Ana was active Sec. 8. Safeguards in Teacher Ana and
a Science teacher in a in postering variety of Disciplinary Procedure. Teacher Jurado should
Senior High School and learning strategies to (D. The right to appeal discuss the issue tother
has been very active in engage her learners but to clearly designated with their principal as
fostering a variety of
learning strategies to
suddenly Teacher Jurado authorities. ) the moderator for the
engage her learners in found her teaching conversation between
learning their topics. She techniques quite them. After allowing
would mostly ask her disturbing. them to state their
learners to do outdoor opinion principal should
activities, explore the advice both of them to
surroundings and come
be considerate on
up with hypotheses
related to their topic. acknowledging each of
Teacher Jurado, the 53- their capabilities and
year- old Grade Level even learn from each
Chair, found this teaching other. Teachers must
technique of Teacher Ana consider others
Castro quite disturbing whenever they are
since he believed that
Science could be better
teaching to avoid
learned through disturbing others.
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 Teacher Connie's co- Sec. 8. Safeguards in Superiors at the school
Connie was a newly- teacher, who was just next Disciplinary Procedure. should conduct a seminar
assigned English public to her classroom, was not Every teacher shall enjoy to reignite teachers'
school teacher in Mataas managing the class well equitable safeguards at each enthusiasm for teaching
na Nayon High School, and was unconcerned stage of any disciplinary while also introducing
and as she started to about her students' procedure and shall have: new methods of inspiring
adapt in the new setting misbehavior. This would (D. The right to appeal to and managing the
of the school, she have an impact on Teacher clearly designated classroom. They must also
noticed something in one Connie's class. authorities. ) speak with the concerned
of the more seasoned teachers, offering
teachers in the same
suggestions and
department whose
instructions to ensure that
classroom is just next to
the teaching and learning
her. Most of the time, she
would observe the process is improved.
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
 Related Provisions in How should the matter be properly
Scenario Issues and concerns
the Magna Carta resolved?
Scenario 3: Teacher Antonio is an Teacher Antonio was Sec. 12. Teacher Antonio should be able to
Araling Panlipunan Teacher in public asking to set an Academic use academic autonomy
high school for 5 years. He is taking appointment with the Freedom. in carrying out his
up his Master’s Degree in regent of the university to Sec. 24. Study Leave professional
Demographics and now in his final
year to finish the program. He would
enroll himself for the responsibilities, particularly in
only need to complete his Thesis final term to finish terms of teaching and classroom
Study to fully graduate from the Master’s Degree methods. The principal must
program. He asked to set an thinking that he will be grant Teacher Antonio's
appointment with the regent of the given the Study Leave request and provide
university to enroll himself for the Allowance by the school. the necessary documentation
final term thinking that he will be
and records, since it is
given the Study Leave Allowance by
the school. The next day, he talked his right and will benefit their
with the principal about his plans, school.
and how he thinks his study will also
help the school in
the long run.

Scenario 4: Teacher Sareemah Teacher Sareemah was a Sec. 27. Freedom to Teachers in public schools have the
moved from Mindanao to Pampanga muslim who wished to Organize. freedom to form and join organizations
and was successfully employed to practice her costoms as a of their choice, whether local or
teach in a public school. Rooted in national, to develop and defend their
muslim, but the Grade
her Islam culture and tradition, interests without prior
Teacher Sareemah wishes to
level coordinator gave
authorization. Teacher Sareemah must
practice her customs as a Muslim, her a class schedule that inform both her Principal and Grade
like not eating pork, wearing her conflicts with her prayer Level Coordinator and ask if it is
hijab when going to school, and time at Duhor (midday). possible to consider her religious
praying five times a day. However, at beliefs when making a schedule.
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).
 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 5: Teacher Teacher Sareemah was a Sec. 27. Freedom to Teachers in public
Alonzo saw his photo muslim who wished to Organize. schools have the
being shared in social
media by one of the practice her costoms as a freedom to form and
influential TV programs muslim, but the Grade join organizations of
that hails itself as the level coordinator gave her their choice, whether
program that gives
justice to the poor and
a class schedule that local or national, to
disadvantaged. As he conflicts with her prayer develop and defend their
clicked the link of the time at Duhor (midday). interests without prior
program, there on his
screen was the interview
authorization. Teacher
with one of his learners Sareemah must inform
who told the host that her both her Principal and
teacher, pertaining to
Grade Level
Teacher Alonzo, didn’t
give her the chance to Coordinator and ask if it
make up for all her is possible to consider
missed quizzes and was
her religious beliefs
ridiculed by him in front of
the class. Knowing the when making a
truth, Teacher Alonzo schedule.
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 They created an Sec. 27. Freedom to Teachers at public
typhoons that caused organization that Organize. schools have the
multiple damages on the
production of promotes helping the freedom to form and
the families affected by the join groups of their
commodities in their typhoon and able to choice, whether local or
area farmed and tilled by
the parents of the
raise more than national, to advance and
learners of Teacher P100,00O which is more protect their interests
Carla, she felt compelled than enough to help without prior
to do something to help
them, particularly in
their target number of authorization. This
providing for their families. implies that their
essential needs. But as She even encouraged response to the
she checked on her
her co-teachers to typhoon's victims was
funds, she realized that it
would not even suffice participate on the pond both appropriate and
for the needs of three raising and utilize the brilliant. They might
families, so she thought
power of social media. also utilize it to attract
hard and looked into her
social media about some additional stakeholders
relief operations being to their school, which
done by organizing a
could be beneficial to
donation fund. After this,
she immediately their educational
messaged her co- initiatives.
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
 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 7: Teacher Teacher Justine felt Sec. 25. Indefinite Leave. Teachers in public
Justine is excited about uneasy and troubled schools are not required
giving birth to her first
baby as a public-school because she was worried to work during vacation;
teacher for just over that she won’t be able to nevertheless, in the case
three years in Macalintal avail the full benefits of of Teacher Justine, it
National Science High
School. She is in the third
maternity leave since she may be favorable that
trimester of her gave birth during the she gave birth before her
pregnancy and is vacation season, which due date, as she may
expecting to give birth in
the month of June, which
was prior on her target utilize the vacation days
she thought is the perfect date to use her maternity to heal properly and
time to use her maternity leave. then enjoy her paid
leave and avail its full
maternity leave without
benefits. However, due to
some pregnancy issues, reporting to her school.
she started to feel labor If she manages to report
contractions early May,
on the first day of the
which is still technically
part of the vacation school year in June, she
season of the school. A may be eligible for a
few days after giving double pay income for
birth, Teacher Justine felt
uneasy and troubled the month of May.
because she was worried
that she won’t be able to
avail the full benefits of
maternity leave due to
the fact that she gave
birth during the vacation
season.

64 The Teacher Induction Program - Core Course 5

Required Task 3:
LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head,
Master Teacher or an invited external resource persons can conduct
the LAC session) see: DO_ s2016_035.pdf ([Link])
Challenge your understanding of the Magna Carta for Public
School Teachers and explain how the following provisions affect
your professional duties as a teacher. Choose only 3 provisions that
were identified below and discuss it with your mentor or colleagues in
a LAC session. Keep the essential question in mind while
discussing:
Essential question: How does the Magna Carta for Public School
Teachers impact my professional duties as a teacher?
Provisions in the Magna Carta for Implications for your professional duties as Notes from the LAC session
Public School a teacher
Teachers
1. Section 13. Teaching Hours. Any This section on Magna Carta for Public School Any teacher engaged in actual classroom
teacher engaged in actual Teachers has the following implications for my instruction shall not be required to render more
classroom instruction shall not professional obligations as a teacher: I may utilize than six hours of actual classroom teaching per
be required to render more than my excess time to prepare for my next class and day, which shall be scheduled to allow him time
6 hours of actual classroom even settle all my ancillaries to maintain a healthy to prepare and correct exercises and other work
teaching per day. Provided, routine as a teacher. This also assists me in dealing incidental to his normal teaching duties:
however, that where the with other issues such as family matters and Provided, however, that where the exigencies of
others. The teaching and learning process can also the service so require, any teacher may be
exigencies of the service so
be simplified if we employ tactics that promote required to render more than six hours but not
require, any teacher may be
learning. more than eight hours of actual classroom
required to render more than
teaching per day.
6 hours, but not exceeding 8
hours of actual teaching hours a
day.
2. Section 10. No Discrimination. Despite the fact that I am a professional teacher, I There should be no prejudice in entering the
There shall be no discrimination am free to practice my religious and cultural teaching profession, practicing it, or terminating
(i.e., gender, cultural, religious, views. Because there are no limitations, we may it based on anything other than professional
disability, etc.) whatsoever in the be able to apply our strengths and expertise in considerations.
entrance to the teaching teaching.
profession, and/or during in
exercising its duties or even in
the
termination of tenure in service.
3. Section 27. Freedom to Organize. We may organize an organization to assist us in Teachers in public schools must have the
Public school teachers shall have meeting the needs of our students, as well as the freedom to form and join organizations of their
the right to freely and without school and its surroundings. Promotes activities choice, whether local or national, to develop and
previous authorization both to that will benefit both our students and ourselves as defend their interests without prior
establish and to join instructors. authorization.
organizations of their choosing,
whether local or national to
further
and defend their interests.
 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 If necessary, we can defend our At each level of any disciplinary
teacher shall enjoy equitable safeguards at each instructional methodologies and proceeding, every teacher is entitled to
stage of any disciplinary procedure and shall other techniques. When our the following protections:
have: profession is threatened, we have the
a. the right to have the charges written
a. the right to be informed, in writing, of the
right to defend ourselves.
down.
charges; b. complete access to the case's
evidence.
b. the right to full access to the evidence in the c. the right to defend himself and be
case; defended by a representative of his
c. the right to defend himself and to be choosing and/or by his organization,
defended by a representative of his choice with sufficient time granted to the
and/or by his organization, adequate time teacher to prepare his defense; and
being given to the teacher for the d. the ability to appeal to authorities
preparation of his defense; and who are clearly identified

d. the right to appeal to clearly designated

authorities.
5. Section 24. Study Leave. In addition to the leave If the time comes for us to be Teachers in public schools will be
privileges now enjoyed by teachers in the public eligible for this type of leave, it will eligible to study leave of up to one
schools, they shall be entitled to study leave not be a huge aid in finishing our school year after seven years of service,
exceeding one school year after seven years of studies, which will greatly benefit in addition to the current leave
service. Such leave shall be granted in us, as well as a benefit to the school entitlements. Such leave will be given in
accordance with a schedule set by the accordance with the Department of
when we return to teach. Education's timetable. Teachers shall be
Department of Education. During the period of
entitled to at least 60% of their monthly
such leave, the teachers shall be entitled to at
salary during the period of such leave;
least sixty per cent of their monthly salary: Provided,
provided, however, that no teacher shall
however, That no teacher shall be allowed to
be allowed to accumulate more than one
accumulate more than one year study leave, year of study leave unless he requires an
unless he needs an additional semester to finish additional semester to complete his
his thesis for a graduate study in education or thesis for a graduate study in education
allied courses: Provided, further, That no or allied courses; and provided, further,
compensation shall be due the teacher after the that no compensation shall be due to the
first year of such leave. In all cases, the study teacher after the first year of such leave.
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.
 homeroo
m
Session 2: The Code of Ethics
adviser,
for Professional Teachers Teacher Antonio was entitled what’s
to defend himself by the best
Key Topic 1: Code of Ethics for providing facts related to the thing for
Professional Teachers matter, and he was also Teacher
entitled to have someone Antonio
The Code of Ethics for Professional Teachers defend him if required, to do
serves as a guide for teachers to exhibit according to Section 8 of the following
professional disposition in the learning Magna Carta for Public the Code
community at all times. It is imperative that School Teachers. of
you observe and practice this set of ethical and Disciplinary Procedure Ethics
moral principles, standards, and values. In Safeguards. He could use the for
everyday life, you are confronted with the SF2 as proof that the Professio
challenges to do the right thing. When you are concerned students were nal
faced with professional decisions that seem to frequently missing during his Teacher
have ethical implications, there are conditions class, or he could use his s? Write
and provisions of the Code of Ethics that will class record to indicate that your
guide you to determine the best actions. the supplied statement was
Required Task 1: Scenario Analysis correct, and that just
expressing care to the child
Read the Code of Ethics for Professional for grades was a teacher's
Teachers and reflect on your practice as a approach of motivating the
teacher. Guided by your understanding of the students.
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 What did you learn about the discussion
with your mentor? Did your perspective
from the father of one of his advisory students change when you discussed the scenario
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 sskips classes and
seldom goes to her English classes. As a
answer in 5-7 sentences in the space provided below. Once done, discuss this topic
with your mentor.
Key Topic 2: Provisions of the Code of Ethics
for Professional Teachers

As mandated in the Code of Ethics for We may define our boundaries in our
Professional Teachers, you have the obligations and responsibilities by being aware
responsibility to interact positively with
parents, community members, and other about the Magna Carta for Public School
stakeholders in the school. Communication Teachers. If necessary, I've used the laws to
with parents must be conducted regularly and
be kept professional and free from arguments. defend myself, and because of the discussion
If you have an issue with parents, community
with my mentor I realized how fortunate I am
members, or stakeholders, it must be
presented during meetings and conferences. to be a public-school teacher.
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?
Scenario 3:
Malaban National High School is scheduled to
hold its Reading Camp on a Saturday. Teacher
Teacher Ronniie needs to be counseled on his
Dina, who is enrolled in a Master’s degree
program, informed the principal that she could responsibilities and duties as a public-school
not make it as she needs to take her
comprehensive examination. Prior to the
teacher. His bosses must speak with him and
school’s Reading Camp, Teacher Dina already provide guidance so that he understands the
expressed her intent to take a leave from the
Reading Camp. The principal also knew that advantages of participating in a seminar. In
she has classes every Saturday. However, due fact, he was fortunate to be included because
to the work demands of the Reading Camp
preparations, she requested Teacher Dina to the conference he would attend will allow him
render her service on that day. The School to learn new things. based on the Magna Carta
Head told her that she could help her get
permission from the university to take a leave for public school teachers’ section 7, Code of
and reschedule her comprehensive
examination. Choose the best answer in the
Professional Conduct for Teachers. Teachers
scenario below. must be professional in his action and words.
 Prompt Answer Feedback
If you were in the situation of Teacher Think of the most plausible solution that
Dina, what would you do? could be equally beneficial to both
parties. The school principal has the
a. I will just pronounce my absence authority to decide which options are
during the Reading Camp without best in a particular situation. In the same
having the principal’s permission. way, as a proactive teacher, present
options that align with your values as
b. I will follow the advice of my educators and find a common ground.
principal and request for an
excuse letter that I can give to the
university.

D
(refer to Article VII Section 1 and Section 3 of
c. I will negotiate with the principal the Code of Ethics for Professional
and tell her that I need to take the Teachers)
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 of Ethics for Professional Teachers
covers the particular scenario?

B
the scenario refers to Article VII
a. Sections 1 and 2 of Article VI Section 1 and Section 3 of the Code of
Ethics for Professional Teachers
b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

72 The Teacher Induction Program - Core Course 5

Required Task 1: Case Study
Read the following cases with your mentor. Use the Code of
Ethics for Professional Teachers as a tool to navigate and solve
the problems in the given scenario:

Provisions in the Code of Ethics for Implications for your Notes from the LAC session
Professional Teachers professional duties as a teacher
Scenario 1: Teacher Suzette is a new To maintain a healthy habit, you must examine and Teachers are not required to provide more than six hours
manage your time effectively. If necessary, you may of real classroom instruction each day, according to the
teacher in Mapayapa High School and was enlist the assistance of your coworkers to fulfill your Code of Ethics for Professional Teachers, any teacher
appointed as the Campus Journalism obligations and responsibilities without exceeding may be required to render more than six hours but not
advisor while also handling a Grade 9 your working hours. Teachers are not required to exceeding eight hours of actual classroom teaching a day
provide more than six hours of real classroom
advisory class. She always arrives early instruction each day, according to the Code of Ethics
for her morning classes and leaves school for Professional Teachers, therefore you must
late in the afternoon to finish coaching manage your time to prevent leaving the school late
and maybe disturbing your coworkers.
student- journalists. Her mentors and
colleagues always remind her
that she should work smartly and avoid
staying at school very late.
After the discussion about the graduation ceremony, Any teacher engaged in actual classroom instruction shall
Scenario 2: Teacher Arthur is a first-year HUMSS
Teacher Arthur may go to his students' party to not be required to render more than six hours of actual
teacher who teaches primarily Grade 12 celebrate their graduation. For the meeting to be only classroom teaching per day, which shall be scheduled to
learners. At the end of the year, several of a few hours, instructors will not be needed to work allow him time to prepare and correct exercises and other
the seniors invited him to a graduation for more than six hours, and if they are asked to stay work incidental to his normal teaching duties: Provided,
longer, it will only be for a few hours. Principals are however, that where the exigencies of the service so
party including some teachers. His constantly mindful of the rules concerning working require, any teacher may be required to render more than
students wanted their teachers to join the hours. six hours but not more than eight hours of actual
party to celebrate the graduation of their classroom teaching per day.
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 Larry, the teacher, may be able to pursue other jobs to Co-curricular and out-of-school activities, as well as any
supplement his family's income. He must recommend other activities outside of what is defined as a teacher's
Science teacher. He had been struggling a buddy who is capable of tutoring the pupil. And, if normal duties, shall be compensated at least 25% of his
financially since her wife’s deposition from he truly intended to aid the student, he may provide a regular remuneration after the teacher has completed at
work. The parents of one of his students remedial session and examination for those who had least six hours of actual classroom teaching per day,
a poor grade on the quarterly exam. Co-curricula and notwithstanding any provision of existing law to the
asked Teacher Larry to tutor their out-of-school activities, as well as any other activities contrary.
daughter since they found out that she outside of what is defined as normal duties of any
failed her periodical exam. However, the teacher, shall be paid an additional compensation of
at least 25% of his regular remuneration after the
School Head stressed that teachers teacher has completed at least six hours of work,
should not offer tutoring services to their notwithstanding any provision of existing law to the
learners for remuneration. contrary.
However, he must comply with the Principal's rule
that teachers not charge for tutoring services provided
to their students.
 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 Teacher Eli should not use her Students can only be involved in
11 position as a teacher to persuade business if the instructor and school
English teacher had been struggling with her students to buy her products; have followed the proper procedure
finances
for the previous months since she had applied instead, she should follow the for collaboration. A teacher may only
for school's existing rules if such provide services that are connected to
a loan which she used for her health behavior is prohibited, and on the learning process and is only
maintenance the other hand, she should entitled to a 25% extra pay. And do
and the renovations of their house. Finding consider starting a new business not use your position to promote your
herself in
the difficult situation, she had an idea of doing that will not potentially ruin her business.
buy- profession, particularly when
and-sell to her neighbors, but it did not suffice so students are involved. She could
she just conduct her business outside
searched for other opportunities and she identified of the school after her duties on
her
learners as one of her markets. Every 15 the school, so as not to
minutes compromise her career.
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 Teacher Reya must maintain a Maintain a healthy atmosphere to
almost all
of the subject areas, especially healthy atmosphere for her your learners.
Mathematics.
While discussing linear equations, her students, which includes
teacher
called her up to answer one of the equations. preventing bullying. She should
She
went close to the board trying her hardest teach them not to laugh with
to answer the calculations, but was not able their classmates while they are
to write the correct answer. When she doing their best. They must
presented her equation to her teacher, she instead assist their classmates in
saw her classmates laugh. She felt very learning and coping with the
 embarrassed.
topic. She must carry out her
obligations and responsibilities
as a teacher to provide a safe and
healthy learning environment for
the students, as described in the
teacher's code of conduct.

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
MY PLEDGE OF COMMITMENT the different provisions and articles specified
in the Code of Ethics for Professional Teachers,
please share your insights focusing
I MYNAROSE K. REGALA, of SAN MATEO RIZAL on the learning that you gained from this sessionat the
and
having been appointed to the position of same time, other information that you think is
_________________
necessary to understand the Code of Ethics.
solemnly swear that I will well and Discuss 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.

 What are your significant learnings? How will these learnings be of help to you as a teacher?
As a result of teachers' contributions to the nation's The Magna Carta for Public School Teachers will aid us in
development, legislation was created to protect the our efforts to enhance our social and economic condition as

welfare of public school teachers and to promote, public school teachers, including our living and working
circumstances, job opportunities, and career possibilities.
improve, and ensure their professional rights. Teachers
are protected by regulations that may confine us but
also encourage us in maintaining our personalities,
acting professionally, and setting a good example for
our students.

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?
Teacher must model strong character traits , including perseverance ,honestly ,respect,lawfulness,fairness patience and

[Link] must commit wholly to the teaching profession itself. These learning help me to know our primary

responsibilities to our students and defines our role .It serves as a guide to exhibit proper behavior to the learning community

all the times.

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 courseboos
 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
NEAP-PDD
Specialist, 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 Jeanny S. Burce

Senior Program Manager D. Lampos
Research Officer
II Project
Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Warren Quisada Angelo Uy

Ador
Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Jerome Hilario

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

Quezon Division of
Antique
Division of
Batangas
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