Teacher Induction
Program (TIP)
•
CORE COURSE
Responding to Community Contexts
5
in collaboration with
Philippine National
Research Center for Teacher Quality
http://www.
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Course 5:
The DepEd Teacher
Introduction
ELCOME TO COURSE 5 of the
Teacher Induction Program. This
course introduces you to the
Department of Education and its organizational
structures, including the specific roles of the
different bureaus, offices, and units. It also
presents relevant laws and administrative
processes
surrounding teachers’ roles,
responsibilities, and rights. Lastly, this course
orients teachers on the salaries, incentives, and
other benefits of DepEd teachers.
W
Intended Course Learning Outcomes
1. adopt practices that uphold the dignity of teaching as a profession by
exhibiting qualities aligned with the DepEd’s vision, mission, core values,
and strategic directions (7.2.2)
2. demonstrate understanding of how the different offices and bureaus
work to support DepEd in accomplishing its vision and mission
3. review personal teaching practice using relevant laws and regulations
that apply to the teaching profession (6.3.2)
4. demonstrate understanding of the details of teachers’ salaries, incentives,
and other benefits
Course Outline:
Module 1: DepEd Organizational Structure and Processes
Module 2: Relevant Laws for Teachers
Estimated time required: 4 hours
Portfolio Output: Action Plan (From Module 1, Session 1)
Module 1 – DepEd Organizational Structure
and Processes
Intended Module Learning Outcomes:
At the end of this module, you should be able to:
1. discuss the history and background of the public
education system to understand the organizational
development of DepEd;
2. address concerns and respond to scenarios in
the field using knowledge of existing laws and
regulations on DepEd organizational structure and
processes; and
3. respond to real-life scenarios that require the
application of the knowledge on organizational
structures of the Department and the school.
Required Tasks
•
Reflections
•
Policy reading
•
Scenario analyses
•
Writing tasks
•
Organizational structure analysis
Required Resources
•
Historical Perspective of The Philippine Educational
System, https://www.deped.gov.ph/about-deped/
history/
•
Republic Act No. 9155 on Governance of Basic
Education Act, 2001
•
Republic Act No. 10533 on An Act Enhancing the
Philippine Basic Education System by Strengthening
its Curriculum and Increasing the Number of Years
for Basic Education, 2013
Module Outline
Session 1: The Philippine Public Education System
Session 2: DepEd Central Office
Session 3: DepEd Regional and Schools Division
Offices
Session 4: The School Structure
Estimated Time Required: 2.5 hours
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The Teacher Induction Program - Core Course 5
Optional Readings
•
DepEd Order No. 53, s. 2013 on Approval and
Implementation of the 2013 DepEd Rationalization
Program
•
DepEd Order No. 52, s. 2015 on New Organizational
Structures of the Central, Regional, and Schools
Division Offices of the Department of Education
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: https://www.deped.gov.ph/about-deped/
history/
Guide for Mentors and Newly Hired Teachers
5
Required Task 1:
Identify the turning points in the history of public education in the Philippines. The pre-colonial era and the Spanish colonial
period are already done for you.
Stages of Development
Events
Implications
(What are the different time periods identified
in the article?)
(What are the educational developments
brought by this time period?)
(How does this affect the succeeding public
education system?)
Pre-colonial Period
Education was informal, unstructured, and devoid
of methods. Children were provided more
vocational training and less academics (3Rs) by
their parents and in the houses of tribal tutors
Essential learning was prioritized during this
period
Spanish Colonial Period
The tribal tutors were replaced by the Spanish
missionaries.
Formalization of education with defined
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 Filipino instruction in all public schools
people. Instruction in English language, and
American history, lead to forming of a national
identity and Filipino nationalism.
Contemporary Society
Education and modern society have been
By implementing a curriculum that responds to
mutually dependent during this historical period. the current needs of society. Which will result in
National societies expect their educational
competent students being produced by the
systems to provide education that supports the school.
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.
(Third Republic-Present)
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The Teacher Induction Program - Core Course 5
Key Topic 2: The Trifocalization of Philippine
Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS) had the sole responsibility in the administration,
policy formulation, and program implementation of education
in the Philippines. It supervises public education, private
education, as well as formal and non-formal education. To
examine the education system in the Philippines and draft
policy recommendations, the Congressional Commission on
Education or EDCOM was established by a Joint Resolution
of the Eight Philippine Congress.
Recognizing that there is a need to specialize administration
in higher learning and technical and vocational education,
the trifocalization of education through the virtue of RA No.
7722, otherwise known as the “Higher Education Act of
1994” and RA 7796, otherwise known as the “TESDA Act of
1994” or the Trifocalization of Education Management was
enacted. The administration, policy formulation, and program
implementation of education in the Philippines would have
three foci: (1) Basic Education; (2) Higher Education; and (3)
Technical and Vocational Education. Read the excerpt from
both policies and answer the following reflection questions.
Guide for Mentors and Newly Hired Teachers
7
Republic Act No. 7722 - AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
Section 2. Declaration of Policy. - The State shall protect, foster and promote the right of all citizens to affordable quality
education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. The State
shall likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing
intellectual growth, the advancement of learning and research, the development of responsible and effective leadership,
the education of high-level and middle-level professionals, and the enrichment of our historical and cultural heritage.
State-supported institutions of higher learning shall gear their programs to national, regional or local development plans.
Finally, all institutions of higher learning shall exemplify through their physical and natural surroundings the dignity and
beauty of, as well as their pride in, the intellectual and scholarly life.
Section 3. Creation of the Commission on Higher Education. - In pursuance of the above-mentioned policies, the
Commission on Higher Education is hereby created, hereinafter referred to as the Commission.
The Commission shall be independent and separate from the Department of Education, Culture and Sports (DECS), and
attached to the Office of the President for administrative purposes only. Its coverage shall be both public and private
institutions of higher education as well as degree-granting programs in all post-secondary educational institutions, public
and private.
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The Teacher Induction Program - Core Course 5
Republic Act No. 7796 - AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER PURPOSES
SECTION 2. Declaration of Policy. — It is hereby declared the policy of the State to provide relevant, accessible, high
quality and efficient technical education and skills development in support of the development of high-quality Filipino
middle-level manpower responsive to and in accordance with Philippine development goals and priorities. The State shall
encourage active participation of various concerned sectors, particularly private enterprises, being direct participants in
and immediate beneficiaries of a trained and skilled workforce, in providing technical education and skills development
opportunities.
SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Act to
a) Promote and strengthen the quality of technical education and skills development programs to attain
international competitiveness;
b) Focus technical education and skills development on meeting the changing demands for quality middlelevel manpower;
c) Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs;
d) Recognize and encourage the complementary roles of public and private institutions in technical
education and skills development and training systems; and
e) Inculcate desirable values through the development of moral character with emphasis on work ethic,
self-discipline, self-reliance and nationalism.
Guide for Mentors and Newly Hired Teachers
9
Required Task 2: Reflection Questions
Answer the following reflection questions below based on
the excerpts.
1.
What educational practices observed in the
historical stages of development are the
foundational elements of education in the
Philippines?
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.
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The Teacher Induction Program - Core Course 5
2.
Which turning point in the history of the public
education system has huge implications in the
development of the Department of Education?
The colonization made a great impact on how our
current educational system was patterned,
established, and structured. Several changes
were made over time as it aims to develop an
educational system that caters to the needs and
demands of society. The massive influence of the
colonization mirrored the development of our
county’s educational system.
3.
What are the implications of the trifocalization of
education in the administration and management
of education in the Philippines?
The trifocal education system refocused DECS’
mandate to basic education which covers
elementary,
secondary,
and
non-formal
education, including culture and sports. TESDA
now administers the post-secondary, middle-level
manpower training and development while CHED
is responsible for higher education. It 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.
Key Topic 3: The Governance of Basic Education Act
The Republic Act No. 9155, otherwise known as the
Governance of Basic Education Act of 2001, renames
the Department of Education, Culture and Sports to
Department of Education (DepEd). The law also serves
as a framework decentralizing governance to the field
and making the schools and learning centers (LCs) the
“heart of the education system.” It promotes the principle
of shared governance which recognizes that every unit in
the Department of Education has a particular role, task,
and responsibility inherent in the office and for which it is
principally accountable for outcomes.
To carry out the goals of the department, the DepEd has
organized itself into two major structural components:
-
the Central Office that maintains the overall
administration of basic education at the national
level; and
-
the Field Offices - the regions, divisions, schools,
and LCs – that are responsible for the regional
and local coordination and administration of the
Department’s mandate.
The governance of basic education shall begin at the Central
Office (CO) and will be transmitted to the Field Offices
where the policy and principle for the governance of basic
education shall be translated into programs, projects, and
services developed, adopted, and offered to fit local needs.
Thus, the principles of accountability and transparency shall
be operationalized in the performance of functions and
responsibilities in these offices.
Guide for Mentors and Newly Hired Teachers
11
Read the excerpt from the RA No. 9155:
SEC. 3. Purposes and Objectives. – The purposes and objectives of this Act are:
12
•
to provide the framework for the governance of basic education, which shall set the general directions for
educational policies and standards and establish authority, accountability, and responsibility for achieving
higher learning outcomes;
•
to define roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects, and services in communities they serve;
•
to make schools and learning centers the most important vehicle for the teaching and learning of national
values and for developing in the Filipino learners love of country and pride in its rich heritage;
•
to ensure that schools and learning centers receive the kind of focused attention they deserve and
that educational programs, projects, and services take into account the interests of all members of the
community;
•
to enable the schools and learning centers to reflect the values of the community by allowing teachers/
learning facilitators and other staff to have the flexibility to serve the needs of the learners;
•
to encourage local initiatives for the improvement of schools and learning centers and to provide the
means by which these improvements may be achieved and sustained; and
•
to establish schools and learning centers as facilities where school children are able to learn a range of
core competencies prescribed for elementary and high school education programs or where the out-ofschool youth and adult learners are provided alternative learning programs and receive accreditation for at
least the equivalent of a high school education.
The Teacher Induction Program - Core Course 5
Required Task 1: Writing Task
Answer the following questions. You may answer each item
in 4-7 sentences.
1. As part of the DepEd, how can you contribute to
successfully implement programs of the Department
and carry out its purpose and objectives? Give
specific ways and examples.
I will do my best to help implement the different
programs of the Department of Education; and
carry out its purpose and objectives through by
being an innovative, dedicated, efficient and
effective teacher that promotes quality education
for all.
2. RA No. 9155 states that “the school shall be the
heart of the formal education system.” How does
this statement relate to you as a teacher and as a
part of a larger organizational landscape?
A school is a place where children learn and
develop their minds and skills. Teachers should
not only teach what is written in the book but they
should also love, care, and have compassion to
their students. Thus, schools shall have a
mission and vision to provide the best possible
basic 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.
Best Practices:
1. Encourage communication
-Student/Parent Conferences are one of our
school’s best practices for improving open
communication, understanding, and the
opportunity to establish trust with them.
2. Observing Health Protocols
-As Covid-19 spread around the world, our
school organized virtual meetings to help our
country prevent the spread of the virus. The
parents were also instructed to follow the
safety protocols during the distribution and
retrieval of modules.
3. Reading program
-We implemented a reading program in all
levels to improve both reading fluency and
reading comprehension of the students.
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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, and
education at the national level; and goals of the department.
is responsible for the establishment and
2. The field offices-the region,
maintenance of a comprehensive,
divisions, schools, and LCs-that
adequate, and integrated basic education
are responsible for the regional an
system that contributes to national
administration of the Departments’
development goals. The organizational
mandate.
structure has two components that manage
all of the educational policies and
principles.
Guide for Mentors and Newly Hired Teachers
15
Key Topic 1: The DepEd Management Structure
The Department of Education is organized to enable the
department to carry on its true mandate as stipulated in
RA No. 9155 otherwise known as the Governance of Basic
Education Act of 2001.
The Department of Education’s Central Office shall exercise
overall authority and supervision over the operations of the
department and the attainment of its mandate. Specifically,
the office is designated to:
•
set overall education agenda, directions, and
policies;
•
formulate systems and standards for national
adoption;
•
perform investment programming;
•
articulate national frameworks to guide the
organization in the performance of its core functions
and the provision of support;
•
oversee quality assurance and performance
accountability; and
•
build partnerships with the Local Government Units
(LGUs) & Non-Governmental Organizations (NGOs).
Study the DepEd Organizational Structure by visiting the
DepEd website: https://www.deped.gov.ph/about-deped/
central-office/.
16
The Teacher Induction Program - Core Course 5
Required Task 1: Policy Reading
A. The DepEd Rationalization Program
The DepEd Rationalization Program is an effort to
efficiently maximize the department’s functions so it
can focus on attaining its vision, mission, objectives,
and its core business—education.
For DepEd to focus on its core business, there is a need
to reiterate the goals of the DepEd Rationalization
Plan concerning the different organization levels of
the department. The goals are as follows:
• have a more efficient and effective central
office that focuses on policy making, standardssetting, and overall leadership of the department;
• have a re-engineered regional office that
focuses on localization of policies, performs
quality assurance, and fulfills its duties as the
technical support hub of its divisions; and
• have a re-engineered division office that
focuses on field leadership and supervision
to better support the schools in delivering
education services to the learners.
The DepEd Rationalization Program, is one of the
key steps undertaken by the Department to better
manage the implementation of the K to 12 Basic
Education Program.
B. New Organizational Structures of the Central,
Regional, and Schools Division Offices of the
Department of Education
Background
1.
In August 2001, Republic Act No. 9155, An Act Instituting
A Framework of Governance for Basic Education,
Establishing Authority and Accountability, Renaming
the Department of Education, Culture and Sports as
the Department of Education, and for Other Purposes,
otherwise known as the Governance of Basic Education
Act of 2001, was issued. It provided a framework for the
governance of education, decentralizing governance to
the field, and making the schools and learning centers the
heart of the education system. The law also established
the authority and accountability of the various organization
levels of the Department of Education (DepEd).
2.
In October 2004, Executive Order No. 366 (EO 366, s.
2004), Directing A Strategic Review of the Operations
and Organizations of the Executive Branch and Providing
Options and Incentives for Government Employees Who
May Be Affected by the Rationalization of the Functions
and Agencies of the Executive Branch, was issued.
According to Section 2 of the said EO, the initiative
aimed to: (a) focus government efforts and resources
on its vital/core service; and (b) improve the quality and
efficiency of government services delivery by eliminating/
minimizing overlaps and duplication, and improving
agency performance through the rationalization of service
delivery and support systems, and organization structure
and staffing (Section 2, EO 366, s. 2004).
3.
In December 2011, DepEd embarked on the review and
revision of its Rationalization Plan (RP) based on RA No.
9155 and long-term reforms needed in the education
sector to respond to fast-changing demands of the local
and global environment.
4.
On November 15, 2013, the DepEd Rationalization
Plan (RP) was approved by the Department of Budget
and Management (DBM). The approval included the
rationalized structure and staffing pattern of offices at
the central, regional, and schools division levels.
The DepEd Order No. 52, s. 2015, also known as
the New Organizational Structures of the Central,
Regional, and Schools Division Offices of the
Department of Education has the following purpose:
(a)
focusing government efforts on the exercise
of its fundamental functions of establishing
and providing the appropriate social,
political, and economic environment within
which development can prosper;
(b) transforming the bureaucracy into an effective
and efficient institution for the delivery of core
public services; and
(c)
ensuring the long-term sustainability of core
government services through resource
mobilization and cost-effective public
expenditure management.
Study the DepEd Central Office Organizational
Structure and read the following excerpt from DepEd
Order No. 52, s. 2015. After reading, answer the
following questions. You may answer each question
in 3-5 sentences.
You may access DepEd Order no. 52, s. 2015 through
this link: https://www.deped.gov.ph/wp-content/
uploads/2015/10/DO_s2015_52.pdf
Guide for Mentors and Newly Hired Teachers
17
Rationale of the Organizational Structures
18
1.
The rationalized organizational structures and staffing patterns were a result of the thorough study of the DepEd Change
Management Team (CMT) on the current structures, functions, and staffing complement of the DepEd offices vis-à-vis the
long-term education reforms, requirements of the learners and the changing environment, and national government policies.
2.
The approved organizational structures are consistent with the provisions of RA No. 9155 in applying the principles of
decentralization and shared governance to ensure accountability and relevance to the context, and development needs of
the learners and stakeholders of the various organizational levels.
3.
In developing the organizational structures, the DepEd CMT also identified the themes or organizational strands common
to all levels of the Department. These organizational strands reflect the similarity of functions and objectives of offices and
units. The organizational strands are as follows:
1.
Office of the Secretary
The Office of the Secretary (OSec) provides overall leadership and direction at the national level. Attached and
support agencies to DepEd are included under the OSec.
2.
Curriculum and Instruction
This strand ensures that the organization focuses on the delivery of a relevant, responsive, and effective basic
education curriculum around which all other strands and offices provide support.
3.
Strategic Management
This strand enables the organization to focus on long-term directions and interface with the internal and external
environment and stakeholders.
4.
Governance and Operations
This strand ensures the capacity of the organization to continuously improve and be strategic in managing the
environment for which “teaching and learning” takes place.
5.
Legal and Legislative Affairs
This strand enhances the capacity of the organization to deal with legal matters and to be proactive in moving
forward its legislative agenda.
6.
Finance and Administration
This strand ensures the efficiency to support the organization as a whole to focus on its core business and thus
attain its targets through the provision of finance and administrative services.
The Teacher Induction Program - Core Course 5
1.
Why is there a need to rationalize and
restructure the Department of Education?
Restructuring the Department
of Education was required to
implement our strategic plan
for progress in every school,
particularly in light of the
changing needs and demands
of our society. Similarly, on
this day of pandemic, the
department of education must
redesign the system to deal
with the current situation.
2.
In what ways can the restructured DepEd,
through the Rationalization Program, help you
as a DepEd personnel and a public-school
teacher?
It will act as a guide for
teachers in adopting teaching
norms and standards as well
as processes to meet the
present demands on the
educational system. It will
also give all teachers an
understanding of how to use
tactics to make their work
easier and more productive.
Guide for Mentors and Newly Hired Teachers
19
Required Task 2: Identification
Read the following scenarios and determine what particular DepEd
organizational strand promotes and/or helps address the following scenarios.
Scenario
Teacher Jeanne is a “teacher to the barrio” who is
dedicated to providing basic education to the pupils in a
geographically isolated community in her province. She
was deployed to educate the pupils with a parallel module
to that of formal elementary education but in a relatively
informal setting and schedule.
Teacher Jonnalyn is a permanent teacher who is facing
financial challenges. Once her prior loans were paid, she
directly proceeds to take out another loan. The cycle of
financial debt goes on.
Teacher Arvin, the school’s basketball coach, focused not
only on the psychomotor skills of his players but also on
the development of mental discipline and social values
through after-school sports programs.
Teacher Edith thinks she is qualified for a promotion as a
Master Teacher. She submits all of her requirements and
waits for the results. But she lacks the required number of
units for her Master’s degree.
Nanette is teaching in a low-lying school. One day, during
a heavy rainfall, she was advised of class cancellations
and calmly assessed the situation before she directed the
class to go home.
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The Teacher Induction Program - Core Course 5
Answers
Feedback
The particular DepEd organizational strand Teacher Jeanne's difficulty and concern can be
that will promote or can helps Teacher remedied by following proper procedures and seeking
Jeanne’s condition is the Finance and assistance from the Governance and Operation
Administration strand of the Department of strand.
Education which is the responsible of
ensuring the efficiency to support the
organization as a whole to focus on its core
business and thus attain its targets through
the provision of finance and administrative
services.
The particular DepEd organizational strand Teacher Jonnalyn's problem might be solved by the
that will promote or can helps Teacher office offering financial guidance and support.
Jonnalyn is the Finance and Administration Teachers Jonnalyn's scenario could also be
on which this strand ensures the efficiency to considered for the stated office to conduct and deliver
support the organization as a whole to focus programs to address this kind of issue.
on its core business and thus attain its
targets through the provision of finance and
administrative services.
The Curriculum and Instruction strand of the With such advice or concern from Teacher Arvin, the
Department of Education, which
is Department of Education's Curriculum and Instruction
responsible for ensuring that the organization strand can develop programs and curriculum that will
focuses on the delivery of a relevant, meet the needs of the students without disrupting the
responsive, and effective basic education availability and schedule of students or teachers.
curriculum around which all other strands
and offices provide support, is the particular
DepEd organizational strand that will
promote or can help Teacher Arvin's
concern.
The Department of Education's Legal and Teacher Edith must be informed about the required
Legislative
Affairs
strand,
which
is documents and units or degrees for a smooth and
responsible for increasing the organization's efficient promotion process. Legal and Legislative
capacity to deal with legal challenges and Affairs should ensure that all teachers are informed
being proactive in carrying forward its about this matter by conducting an orientation or
legislative agenda, is the office that can possibly providing a list of documents required to
assist Teacher Edith.
avoid misunderstandings.
The Department of Education's Office of the Before canceling class due to heavy rain, Teacher
Secretary strand which provides overall Nannete should wait for an order from the
leadership and direction at the national level. government or the Office of the Secretary of the
Attached and support agencies to DepEd are DepEd Organization. She must first ensure the safety
included under the OSec. is the office that of her class by not letting them alone, especially
can assist Teacher Nannete
during terrible weather.
Session 3: The DepEd Regional Office and
Schools Division Offices
The regional offices are categorized based on size classification
and shall be classified as small, medium, or large. Hence, the
Organizational Structure of the Regional Office is presented in
Figure 2 on the next page.
The DepEd Regional Office works with the LGUs and
educational stakeholders to develop a policy framework
that reflects the needs, opportunities, and aspirations of
the regional community. It provides overall field leadership
to schools divisions by setting regional policy directions,
standards, and strategies consistent with the national
framework for the development and management of
programs and projects relevant to the socio-cultural context
of the region. Thus, it is responsible and accountable
for building a community of schools divisions and their
continuous development in order to create a collective
effort to achieve the region’s goals. Specifically, the DepEd
Regional Office:
•
sets Regional agenda, directions, and policies to
address the context and needs of the region;
•
localizes curriculum;
•
adapts to or adopt the national policies, programs,
and standards;
•
manages the Department’s mandate at the regional
level and Quality Assurance;
•
provides technical assistance to schools’ divisions;
•
manages program investment and equitable
allocation of resources; and
•
establishes and manages partnerships.
Guide for Mentors and Newly Hired Teachers
21
Fig. 1. Organizational Structure of the Regional Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education
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The Teacher Induction Program - Core Course 5
Required Task 1: Identification
Read each general function and identify its functional division in the Regional Office. Choose the correct answer from the
choices below.
A. Quality Assurance
E. Curriculum & Learning Management
B. Office of the Regional Director
F. Education Support Services
C. Field Technical Assistance (FTA)
G. Policy, Planning & Research
D. Human Resource Development
H. Finance
I. Administrative
Function
1. To ensure access, promote equity, and improve
the quality of basic education in the regions
and the school’s divisions by taking the lead in
policy and direction setting, standard-setting and
enforcement, partnership building, and networking
with stakeholders of education, and by effectively
and efficiently managing the financial, human, and
physical resources of the region.
Answers
Governance and Operations
2. To ensure full implementation of the articulated
basic education curriculum (pre-school, elementary,
secondary, ALS), its localization/indigenization, and
increase access to quality and varied learning
resources towards improvement in the quality
learning outcomes.
Curriculum and Instruction
3. To support the delivery of basic education
programs, projects, and needed resources to the
school’s divisions in order to create an environment
conducive to learning and ensure learner readiness
to learn through: School Health and Nutrition,
Education Facilities, and Program & Services
(DRRM, School Sports, Guidance & Counselling).
Finance
Feedback
Governance and Operations is the strand
that ensures the capacity of the
organization to continuously improve
and be strategic in managing the
environment for which “teaching and
learning” takes place.
Curriculum and Instruction is the strand
that ensures that the organization
focuses on the delivery of a relevant,
responsive,
and
effective
basic
education curriculum around which all
other strands and offices provide
support.
Finance is the strand that ensures the
efficiency to support the organization as
a whole to focus on its core business
and thus attain its targets through the
provision of finance and administrative
services.
Guide for Mentors and Newly Hired Teachers
23
Function
4. To coordinate and integrate the provision of
technical assistance (TA) to schools’ divisions
with the purpose of facilitating the delivery of
quality basic education and creating an enabling
environment for schools and learning centers.
5. To ensure compliance with standards of quality basic
education by assessing, monitoring, and evaluating
the region and school’s division performances to
inform decision making and guide policy directions
in the region toward continuous improvement.
6. To facilitate the implementation of education
plans, policies, and standards in all areas of basic
education in the region through the conduct of
research studies and maintenance of Regional
Education Planning and Data Management Systems.
7. To ensure competent personnel and staff in the
regional and schools division offices through
efficient and effective training towards professional
competencies and organizational performance.
8. To provide the regional office with efficient,
economical and effective services relating to
personnel, records, receipt of correspondence,
supplies, equipment, collection, disbursement,
security and custody of property, and reportorial
work to oversight agencies.
9. To provide advice to the Regional Director on
the financial resource of the region and provide
services in budgeting, accounting, reporting, and
coordinating with government oversight agencies.
24
The Teacher Induction Program - Core Course 5
Answers
Feedback
Field Technical Assistance
Field Technical Assistance is the strand that
ensures the capacity of the organization to
continuously improve and be strategic in
managing the environment for which
“teaching and learning” takes place.
Policy, Planning & Research
Policy, Planning & Research
Human Resource Development
Administrative
Finance
Policy, Planning & Research is the strand
that ensures that the region and school
divisions are meeting fundamental education
requirements by assessing, monitoring, and
evaluating their performance in order to
inform decision-making and lead policy
directions in the region toward continual
development.
Policy, Planning, and Research is the strand
that conducts research studies and maintains
Regional Education Planning and Data
Management Systems to help the region
implement education plans, policies, and
standards in all areas of basic education.
Human Resource Development is the strand
that ensures competent personnel and staff in
regional and school division offices by
providing efficient and effective training to
improve professional competencies and
organizational performance.
Personnel, records, reception of mail,
supplies,
equipment,
collection,
disbursement, security and custody of
property, and reportorial duties to oversight
authorities are all covered by the
administrative strand.
Finance is the department that advises the
Regional Director on the region's financial
resources
and
provides
budgeting,
accounting, reporting, and coordination with
government oversight bodies.
Key Topic 3: The Schools Division Office (SDO)
As the frontline office of the Department for the management
of basic education delivery, the SDO supervises schools
and learning centers, which are the direct implementers
of educational programs for learner development. It also
supervises the implementation of the set policies and
programs in the schools and learning centers and provides
technical support to the schools and LCs. Specifically, the
SDO’s functions include:
•
implementation of the education agenda and
policies;
•
management of the curriculum implementation;
•
provision for instructional supervision;
•
building of communities of schools and LCs;
•
offering of technical assistance to schools/LCs;
•
execution of equitable distribution of resources;
and
•
establishment and management of partnerships.
The SDOs are categorized based on size classification
and shall be classified as small, medium, or large. The
Organizational Structure of the SDO is presented in Figure 2
on the next page.
Guide for Mentors and Newly Hired Teachers
25
Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education
26
The Teacher Induction Program - Core Course 5
Required Task 2: Scenario Analysis
Read each statement. Write CID if the scenario/concern is Curriculum Implementation Division-related or SGOD if it is
Schools Governance Operations Division-related.
Questions
Answers
Feedback
Teacher Alyssa conducted and finished writing her action research in the
conduct of their Continuous Improvement Plan (CIP) in eradicating the
number of non-numerates in their school. She submitted it to the SDO
for assessment.
SGOD
It was classified as SGOD since it
deals with planning and research.
Teacher April is having a hard time managing her class because her
schedule is in the last period before class dismissal. She then seeks help
from the head teacher and colleagues for some advice. Upon learning
about Teacher April’s struggles, the head teacher found it necessary to
provide a classroom management training for teachers.
SGOD
It was placed under the SGOD
because it requires help from the
area of human resources
development.
Teacher Michael is the schools’ DRRM Coordinator. He prepares and
submits situation reports to the SDO on any hazard affecting the school
operations such as flood, conflict, fire, among others, and provides realtime updates to the SDO.
SGOD
It was classified as SGOD since it
discusses Educational Facilities.
Teacher Angel, an English teacher, seeks help through setting a preconference meeting with her Department Head for her upcoming
classroom observation. She wants to know the best ways on how she can
employ the indicators required in the Classroom Observation Tool (COT).
CID
Since the scenario described about
Instructional Management Part, it
was considered as CID.
Teacher Melvin is assigned as the Room Examiner in the conduct of the
National Achievement Test. He checks if the Room Examiners adhere to
the instructions in the Examiner’s Handbook.
CID
Since the scenario described about
Direct Instructional Supervision
Part, it was considered as CID.
Guide for Mentors and Newly Hired Teachers
27
Optional Task: Reflection
Reflect and answer the following questions:
2. Why should a teacher know who to approach in
addressing concerns related to his or her duties?
1. What is the relevance of knowing the DepEd
organizational structure and school processes to the
performance of your duties as a teacher?
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
It is important to know who to
approach in addressing concerns
related to my duties as a teacher
it helps me to do my functions
and responsibilities effectively
and efficiently.
Summary
•
DepEd Order No. 52, s. 2015 identified organizational
actions that were taken on the existing offices in the
Department. It presents the official organizational
structure of the DepEd Central, Regional, and
Division Offices.
•
The Central Office focuses on policy making,
standards-setting and overall leadership of the
department. The Regional Office provides overall
field leadership to schools’ divisions by setting
regional policy directions, standards, and strategies
consistent with the national framework for the
development and management of programs and
projects relevant to the sociocultural context of the
region. The Schools Division Office manages basic
education delivery, and supervises schools and
learning centers, which are the direct implementers
of educational programs for learner development.
•
It is important for newly hired teachers to be familiar
with the DepEd organizational strands and the roles
and functions of offices in different structural levels
(central, regional, and division level) for them to have
a better understanding and appreciation of how the
different offices work together. It also helps teachers
know which offices are in charge of concerns that
they may encounter in the field.
Guide for Mentors and Newly Hired Teachers
29
Session 4: The School Structure
Schools and Learning Centers (LCs) serve as frontline services
of the department. LCs are accountable for education and
learner outcomes. Consistent with the national educational
policies, plans, and standards, the school or learning center
has the following functions:
•
take accountability in achieving higher learning
outcomes;
•
implement the curriculum and be accountable for
higher learning outcomes;
•
provide equitable opportunities for all learners in the
community;
•
develop an education program and school
improvement plan;
•
create an environment conducive to teaching and
learning;
•
lead and manage itself and its resources; and
•
establish and manage linkages with stakeholders.
There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school
head, shall be both an instructional leader and administrative
manager. The school head shall form a team with the
school teachers/learning facilitators for delivery of quality
educational programs, projects, and services. A core of nonteaching staff shall handle the school’s administrative, fiscal,
and auxiliary services.
30
The Teacher Induction Program - Core Course 5
Organizational Structure of a Large Stand-alone Senior High School
Fig. 3. Organizational Structure of a Large Stand-alone Senior High School
DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of
Stand-alone and Integrated Public Senior High School (SHS)
Guide for Mentors and Newly Hired Teachers
31
Required Task 1: Policy Reading
Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational Structures and Staffing Patterns of Standalone and Integrated Public Senior High School (SHS) and read the following scenarios to identify the services provided and i ts
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: https://www.deped.gov.ph/orders/do-19-s-2016
Scenario
Teacher Leo creates activities to make sure that learners and
teachers access the place where reading materials and learning
resources are kept. He also crafts a schedule of the classes that
could visit the place. He coordinates with the School Head for the
selection, acquisition, organization, and maintenance of reference
and reading materials.
Answers
Librarian/LRMDS Coordinator
Guidance Coordinator/Teacher
Guidance Counselor
Subject/Learning Area Coordinator/
Department Head
Teacher Lorrine is handling a case of some Grade 7 learners who
were caught cheating by their adviser. She calls the attention of
the parents and reports to them what the learners did. Since it is
the first incident, the learners are reprimanded and reminded of the
importance of honesty and of not cheating.
Librarian/LRMDS Coordinator
Guidance Coordinator/Teacher
Guidance Counselor
Subject/Learning Area Coordinator/
Department Head
32
The Teacher Induction Program - Core Course 5
Feedback
The librarianThe
ensures
efficient
scenario
and effective access to learning
depicts
a
resources for teachers and
Librarian/LRMDS
learners, as well as scheduled
Coordinator's
duties
visits
by class groups
and
and responsibilities.
coordinates
with the property
custodian and/or
Principal
for the selection, acquisition,
organization, and maintenance of
reference and reading materials.
The
scene
portraysoranthe
The
prefect
of discipline
action
the
guidance counselorbyis responsible
for Guidance
student behavior
management
Counselor
linked
specific roles
and
in to dealing
with
functions
and
makes
the
learners
cheating students.
adhere to the policies, procedures,
and activities that encourage
good behavior in the school.
Scenario
Teacher Steffi is conducting a career guidance and advocacy
seminar to Grade 12 learners focusing on the four exits envisioned
for SHS graduates—namely, higher education, entrepreneurship,
employment, or middle-level skills development. Afterward, she
gives them a survey to answer on what they plan for their career
development after SHS.
Answers
Librarian/LRMDS Coordinator
Guidance Coordinator/Teacher
Guidance Counselor
Feedback
The scenario depicts a
Subject/Learning Area
Coordinator/
Department
Head
duties
and
responsibilities.
Subject/Learning Area Coordinator/
Department Head
Mark Anthony is preparing a budget plan for the continuous
improvement of the school for the month of August. He is also
preparing the financial report for the month of July. Both reports are
subject to the approval of the School Head.
Guidance Coordinator/Teacher
Librarian/LRMDS Coordinator
The scene portrays a
job
of
an
Administrative
Officer.
Guidance Counselor
Administrative Officer
Miss Rhea prepares the receipt, issuance, maintenance, and
safekeeping of supplies, materials, and equipment and other
properties and facilities of the school. She also conducts and
maintains the inventory of properties and prepares the required
reports for the School Head’s reference.v
Librarian/LRMDS Coordinator
School Nurse
Miss Rhea's actions
portrayed the school's
Property
Custodian
duties and obligations.
Property Custodian
Feeding Program Coordinator
Guide for Mentors and Newly Hired Teachers
33
Key Topic 5: School-based
Management (SBM)
The School-based Management
(SBM) is an initiative of the Department
of Education to decentralize and
empower the school communities to
enable them to actively participate
in the continuous improvement of
schools towards the attainment
of higher pupil/student learning
outcomes. With SBM, the school
is regarded as a key provider of
education. The SBM empowers
the school’s key officials to make
informed and localized decisions
based on their unique needs toward
improving our educational system
(DepEd Memo no. 386, s. 2009).
34
The Teacher Induction Program - Core Course 5
Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents,
and other stakeholders in identifying and resolving
issues and concerns in the school community. Discuss
how you can help in each scenario and involve some
key personnel who can help you resolve the following
challenges.
Scenario 1
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry
and disappointed about what happened because the
incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school
that day. The incident happened during Science time
because the teacher was late to enter the class. You also
had other classes to attend to and had no chance to
meet your advisory class during that time. Who should
you seek help to?
To avoid such bullying among the
students,
she
needed
to
first
approach the science teacher and
request if she was able to attend the
class on time. On the other hand, she
needed to seek assistance from the
guidance
councilor
to
provide
adequate procedures for disciplining
the concerned students. She should
also notify the bully student's parents
or guardians so that they can
discipline their child.
Guide for Mentors and Newly Hired Teachers
35
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider
a friend, messaged you on Facebook and told you that
she will be absent tomorrow. She asked you to substitute
all her five classes. Without letting you respond, she
already sent you the learning materials for her lessons
tomorrow. However, you also have classes to attend and
your learners are expecting to deliver a performance
task that they prepared for. What are you going to do as
a colleague and who should you direct her to?
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.
36
The Teacher Induction Program - Core Course 5
Scenario 3
Lito, the class president of your advisory class, was
elected as the president of the Supreme Student
Government (SSG). After three months, his subject
teachers are having trouble with his class standing
because of his frequent absences and non-submission
of required written and performance tasks. Lito is getting
overwhelmed with the various school activities he
manages. What are you going to do as the adviser?
I will conduct a make-up class for the
concerned students who are affected by the
school activities so that they can cope with
the lesson and complete the needed written
works and performance task.
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
Required Tasks
The following are the tasks in this module.
•
Reading activities
•
Checklist
•
Scenario Analysis
•
Interview
•
Writing Activities
•
Quizzes
Let us find out how familiar you are with school forms. Rate
your level of familiarity with the school forms listed. Tick/
check your response. Choose only one answer.
Legend: K – Kinder
ES – Elementary School (Gr. 1 to 6)
JHS – Junior High School (Gr. 7 to 10)
SHS – Senior High School (Gr. 11 & 12)
Required Resources
•
Philippines, Department of Education. Adoption of
New School Forms for Kindergarten, Senior High
School, Alternative Learning System, Health and
Nutrition and Standardization of Permanent Records
(DO 58, s. 2017). Pasig City: DepEd Orders, 2017.
•
Philippines, Department of Education. Guidelines on
the Preparation and Checking of School Forms (DO
11, s. 2018). Pasig City: DepEd Orders, 2018.
Guide for Mentors and Newly Hired Teachers
37
Standardized School Forms
Answer only if
teaching in…
Very
Familiar
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 Achievement
K, ES, JHS
/
SF5A – End of Semester and School Year Learner Status
SHS
/
SF5B – List of Learners with Complete SHS Requirements
SHS
/
SF6 – Summarized Report on Promotion
ES, JHS, SHS
/
SF7 – School Personnel and Assignment List and Basic Profile
ES, JHS, SHS
/
SF8 – Learner’s Basic Health and Nutrition Report
K, ES, JHS, SHS
/
SF9 – Learner’s Progress Report Card
ES, JHS, SHS
/
SF10 – Learner’s Permanent Record
ES, JHS, SHS
/
Familiar
Needs Further
Information
(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
With the nationwide implementation of the K to12 Basic
Education Program, particularly of Senior High School (SHS),
and the intensified implementation of the Alternative Learning
System (ALS), the Department of Education (DepEd) issued
a policy, DepEd Order No. 58, s. 2017 or the Adoption of
New School Forms for Kindergarten, Senior High School,
Alternative Learning System, Health and Nutrition and
Standardization of Permanent Records, that institutes new
forms to be used in schools and other institutions delivering
basic education (particularly Kindergarten, SHS, and ALS)
and standardizes the forms for the learners’ health and
nutrition and permanent records.
This set of new, standardized school forms 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 official documents in public schools nationwide unless
approved (DO 58, s. 2017).
Required Task 2: Reading
Read DO 58, s. 2017 – Adoption of New School Forms
for Kindergarten, Senior High School, Alternative Learning
System, Health and Nutrition and Standardization of
Permanent Records. (URL, hyperlink)
Key Topic 3: School Forms
The set of modified school forms provides information
that are significant in planning, resource allocation, and
performance monitoring and evaluation. The use of these
forms is mandatory in all public schools.
You should become familiar with the following School Forms
and their descriptions, codes, and, where applicable, Grade
Levels as stipulated in DepEd Order 58, s.2020.
Guide for Mentors and Newly Hired Teachers
39
SCHOOL FORM
School Form 1 – School Register
School Form 2 – Learner Daily Attendance
Report
School Form 3 – Books Issued and Returned
School Form 4 – Monthly Learners Movement
and Attendance Report
School Form 5 – Report on Promotion and
Level of Proficiency
CODE
GRADE LEVEL
A list of learners who are officially enrolled and attending classes
SF1
ES, JHS
SF1-SHS
SHS
SF2
ES, JHS
SF2-SHS
SHS
SF3
ES, JHS
SF3-SHS
SHS
SF4
ES, JHS
SF4-SHS
SHS
SF5-K
K
SF5
ES, JHS
A list of the learners’ daily attendance
A list of books and other reading materials issued to the learners,
and returned to the issuing authority
Summary number of learners who moved in/out of the school
during the month
A list of the learners’ academic performance and result of
assessment by the end of the school year
School Form 5A – End of Semester and School
Year Learner Status
A list of the learners’ academic performance and result of
assessment by the end of the semester and school year
SF5A-SHS
SHS
School Form 5B – List of Learners with
complete SHS Requirements
A list of Grade 12 learners who completed SHS requirements and
are candidates for graduation
SF5B-SHS
SHS
School Form 6 – Summarized Report on
Promotion and Level of Proficiency
Summary number of learner status by the end of the semester
and/or school year
SF6
ES, JHS
SF6-SHS
SHS
SF 7
ES, JHS
SF7-SHS
SHS
SF8
K, ES, JHS
SF8-SHS
SHS
School Form 7 – School Personnel Assignment
List and Basic Profile
School Form 8 – Learner’s Basic Health and
Nutrition Report
40
DESCRIPTION
The Teacher Induction Program - Core Course 5
A list of the school personnel’s profile and official duty, such as
teaching assignments, ancillary responsibilities, etc.
A record of learner’s health and nutritional assessment
SCHOOL FORM
School Form 9 – Learner’s Progress Report
Card
School Form 10 – Learner’s Permanent
Academic Record
Alternative Learning System (ALS) Form 1 –
List of Mapped and Potential Learners
ALS Form 2 – Enrolment Form
ALS Form 3 – Master List of Enrolled Learners
and End of Program Assessment
ALS Form 4 – Master List of A& E Registrants
ALS Form 5 – Learner’s Permanent Record
DESCRIPTION
CODE
GRADE LEVEL
An individual, periodic report of a learner’s academic achievement
per grade level
SF9 -ES
ES
SF9-JHS
JHS
SF9-SHS
SHS
SF10-ES
ES
SF10-JHS
JHS
SF10-SHS
SHS
AF1
-
AF2
-
An individual record of a learner’s academic achievement per level
A list of potential ALS learners identified during the mapping
Activities
A basic information sheet of individuals who signified interest to
enroll in ALS Program
A record of learners who are officially enrolled in ALS classes and
their individual assessment status at the end of the program for
the calendar year.
A list of candidates qualified to take the A & E accreditation and
equivalency exam.
A record of learners’ basic personal profile and learning
Performance
AF 3
AF4
-
AF5
-
Guide for Mentors and Newly Hired Teachers
41
Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.
Situations
Answers
Feedback
Teacher Joanne is a newly hired substitute teacher.
She received a letter that a school stakeholder would
like to know what reading materials are needed in her
class. In order to identify the learning areas which have
limited books, what school form shall she consult?
SF 3
The SF3 form is a record of books obtained by
students that must be retrieved at the end of the
school year.
SF2
You must present the SF2, which contains the
attendance record of your class, which can be your
evidence regarding on that student who received a
remark on his or her SF10.
Teacher Nico is having trouble in finding school
stakeholders that could help her class in the feeding
program. The majority of her learners have aBody
Mass Index (BMI) outside the healthy range. What
school form informed her about this?
SF8
To persuade a stakeholder, you must provide your
class's SF8, which has a record of your students' BMI,
in order to determine the students' needs help so they
will be included on the feeding program.
Parents need to be regularly informed of their child’s
academic achievement but you failed to inform them.
What school form was not properly issued?
SF9
Ascertain that the SF9, or learner's report card, was
updated on a regular schedule, and that the learner's
parent was kept informed.
SF2
Because the incident occurred outside of school, you
are not responsible for your students; however, you
must produce the SF2, which contains your class's
attendance record and may serve as proof that the
student was absent that day.
Mrs. Anne, a parent, came to Teacher Danica, a
teacher-adviser, complaining for the remarks given in
the report card (SF10), “It would be helpful if you come
to school on a regular basis,” the parent complained
that her child never got absent from class. What school
form should you refer to as an evidence to support the
remarks on SF10?
Jeanne Therese, a Grade 4 student, was accidentally
hit by a car outside the school during class hour. You
were given a complaint of negligence on your part as
a teacher. You explained that the child was absent in
class that day. What school form would support your
testimony?
42
The Teacher Induction Program - Core Course 5
Required Task 4: Scanning Files
Indicate which of the forms shown in the table below need/require the listed data by putting a tick in the appropriate columns.
Data Needed
SF1
SF2
SF3
SF4
SF5
SF6
SF7
SF8
SF9
SF10
School Name and ID
/
/
/
/
/
/
/
/
/
/
District/Division/Region
/
/
/
/
/
/
/
/
/
/
Name of Adviser
/
/
/
/
/
/
/
/
/
/
/
/
/
/
/
Final Rating
LRN
/
/
/
Nutritional Status
/
Nature of Appointment/ Employment Status
End of School Year Status
/
/
Registered Learner as of End of the Month
/
/
Book/Module Title
/
/
/
/
/
/
/
Guide for Mentors and Newly Hired Teachers
43
Optional Task:
A. Teacher Rose Ann is a facilitator in the Alternative Learning System (ALS) in their school. She was told by the School
Head to prepare the needed reports written on the table. Identify the forms that need to be prepared.
Reports Needed
1. Official lists of learners enrolled in ALS
Forms to be used
AF3
2. Basic information of individuals who signified interest to enroll in ALS
AF2
3. Record of learners after the mapping activity done in community
AF1
4. Report of learners’ learning progress
AF5
5. List of candidates qualified to take the Accreditation & Equivalency
Test
AF4
Answer
AF3 refers to a record
of learners who are
officially enrolled in
ALS classes
AF2 refers to a Basic
information sheet of
individuals
who
signified interest to
enroll in ALS
AF1 is refers a to list of
mapped learners
AF5 refer to a learners
progress
and
permanent record
AF4 refers to List of
candidates qualified to
take the A & E Test
B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you have gray areas, you may
seek the help of your mentor or any member of the School Forms Review Team (SFRT). Write your new learnings about
school forms in bullet points.
•These are the following school forms - SF1-Basic information of learners SF2 – Daily Attendance Report of Learners SF3 – Books Issued and Returned SF4 – Monthly Learner’s
Movement and Attendance– Report on Promotion and Learning Progress and Achievement– End of Semester and School Year Learner Status– List of Learners with Complete SHS
Requirements SHS SF6 – Summarized Report on Promotion– School Personnel and Assignment List and Basic Profile ES, JHS, SHS SF8 – Learner’s Basic Health and Nutrition
Report, SF9 – Learner’s Progress Report Card SF10 – Learner’s Permanent Record
•These are the following ALS Form- AF3 refers to a record of learners who are officially enrolled in ALS classes AF2 refers to a Basic information sheet of individuals who signified
interest to enroll in ALS AF1 is refers a to list of mapped learners AF5 refer to a learners progress and permanent record AF4 refers to List of candidates qualified to take the A & E
Test
•School forms have a variety of purposes, including assisting us in gathering accurate data about our students, serving as a foundation for their needs, and serving as proof in the case
of an incident happened school forms can use for a survey.
44
The Teacher Induction Program - Core Course 5
Summary
SFs 1, 2, 4, 5, 6, and 8 are used to record data of learners
in elementary level (Grades 1 to 6), junior high school level
(Grades 7 to 10), and Senior High School (Grades 11 and
12). SF3 captures information related to learner materials
distribution and SF7 collects information about each school
personnel’s current official duty or teaching assignments.
SF9 is the Progress Report Card and SF10 is the permanent
record. Only SFs 5 and 8 are prepared in the Kindergarten
level.
Guide for Mentors and Newly Hired Teachers
45
Session 6: Preparation and Checking of School Forms
Optional Task: Preliminary Activity
With your knowledge of the school forms being prepared by the advisers, key personnel, and the school head, describe how
you can be accountable, reliable, efficient, and accurate as a teacher and as one who handles, prepares, and checks data.
Accountability
You
are
responsible
for
Reliability
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
are accurate, as well as that you present
required on the school form.
accurate data.
46
The Teacher Induction Program - Core Course 5
shows
the
information
Key Topic 1: Preparation and Checking of School
Forms
The preparation and checking of school forms, undertaken
to ensure the quality and consistency of learner information,
are among the critical activities conducted at the end of
every School Year (SY). The DepEd hereby prescribes,
thru DO 11, s. 2018, the standard process and protocols in
the preparation, evaluation, and updating of school forms
conducted at the end of every school year to provide a
reliable assurance mechanism of learner information, ensure
the quality and timeliness of school reports, and reduce the
resources spent for clerical and records management.
Anchored on the principles of accountability, accuracy and
reliability of data and efficiency, DepEd has simplified the
procedures on how to efficiently prepare the school forms.
DepEd has prescribed standard process and protocols in
the preparation, evaluation, and updating of school forms
(DO 11, s.2018).
Required Task 1: Reading
Read DO 11, s.2018 – Guidelines on the Preparation and
Checking of School Forms.
Required Task 2: True or False.
Write TRUE if the statement is correct and FALSE if incorrect.
If FALSE, determine the reason/s why the statement is
incorrect.
Guide for Mentors and Newly Hired Teachers
47
Questions
Teacher Jopay, a Grade 1 teacher, prepared
2 copies of SF10-ES without attaching any
documents for the checking of her forms.
Answers
FALSE
She must attach the needed
supporting documents to validate
the information on the SF10
FALSE
Sf10 is the learners permanent
record the absences should be
recorded on the SF2 – Daily
Attendance Report of Learners
FALSE
The transaction should be teacher
to teacher on the said school or it
can be also endorsed by the
record keeper.
Che-che transferred out to continue Grade 11 to
another school, she needs to bring a photocopy
of her SF10.
FALSE
The transaction of SF10should be
school to school. She was only be
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 of the learner
and sent it to the requesting school.
TRUE
Teacher Rochelle, a Grade 7 class adviser, could
not encode the SF10-JHS of one of her learners
because of the absence of SF10-ES as the
attachment.
Aira finished the Grade 8 level and would like
to continue her studies in the same school. She
asked for her SF10 and would like to submit it to
her soon-to-be adviser.
Key Topic 2: Forms to be accomplished by the Class Adviser
48
Feedback
The Teacher Induction Program - Core Course 5
Tasks of the Class Adviser
•
•
•
•
•
•
•
•
•
At the beginning of the SY, collect supporting
documents (PSA Birth Certificate, Baptismal
Certificate or any equivalent document) to establish
the identity of each learner assigned to his/her
advisory class
If the learner came from another school, coordinate
the transfer of the Learner’s Permanent Academic
Record and validate its authenticity
Observe due diligence in encoding the learner’s
basic information into the LIS to avoid issues in data
accuracy and reliability
After encoding all learner information in the LIS,
generate SF1 (serve as the official enrolment list
and as reference in any other reporting) using your
system account
Download SF2 from the LIS with pre-loaded names
of learners and forward to the school head for
assessment, consolidation, and preparation of SF4
At the end of the SY, once the computation of final
rating for each learning area is done, transfer these
grades from your class record into SF10 as the
basis for updating each learner’s status (promoted,
conditionally promoted or retained) in the LIS
SFs 5 and 6 for your class can be generated from
the LIS using the school level access accounts.
These four (4) SFs (SF1, SF4-February & March,
SF5 and SF6) generated from the LIS shall be the
focus of checking and should be supported by the
appropriate documents.
For graduating/moving up levels (Kinder, Grades 6,
10, & 12), prepare awards and/or certificates and
check against the SF1 for consistency.
Guide for Mentors and Newly Hired Teachers
49
Fig. 4. Focus Areas of Checking and Means of Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms
50
The Teacher Induction Program - Core Course 5
Fig. 5. Standard Process and System Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms
Guide for Mentors and Newly Hired Teachers
51
Required Task 2: Interview
Conduct an interview with at least two teachers who have
been in the profession for five years or more and ask what
they think, feel, and do before, during, and after reading and
checking the forms. Write your findings in bullet form.
52
BEFORE
DURING
AFTER
THINK
Accuracy of data
Assure that the formula
and input data are correct
Recheck the forms
FEEL
Pressured
Learning
Relieve
DO
Prepare the data
Input the data with
accuracy
Correct all the data error
The Teacher Induction Program - Core Course 5
Summary
Responsible Person
Class Advisers
References (Documents to be
Checked)
Compile supporting documents
particularly on the learner’s eligibility
for admission, such as:
•
PSA
Birth Certificate/another
equivalent document
•
SF9 (formerly Form 138) and SF10
•
(formerly Form 137), or ECCD
Checklist, Kindergarten Progress
•
Report, and Certificate of Completion
for Kinder
•
PEPT/PVT/A&E Certificate (if
applicable)
Output (Reports/Forms to be
Validated)
Ensure that the following SFs
generated from the LIS are correct:
SF1 – School Register
SF2 – Learner Daily Attendance
Report (for the months of February
and March only)
SF5 – Report on Promotion and
Level of Proficiency (including SF5-K,
SF5A-SHS and SF5B-SHS for Grade
12)
Familiarity with DepEd forms is crucial in order to efficiently
accomplish forms that are mandated by the Department.
No other forms will be used as official documents in public
schools unless approved by the Office of the Undersecretary
for Planning and Field Operations.
Guide for Mentors and Newly Hired Teachers
53
Required Task 3: Quiz
True or False. Indicate whether the following statements are true or false.
Statements
Answers
Feedback
1. At the end of the school year, a kindergarten
teacher will prepare a report on learners’
progress to inform parents using SF10.
FALSE
It should be SF9- Learners’ progress report.
2. Information in the SF1 is consistent with
what is written in the Birth Certificate.
TRUE
3. The List of Graduates and documents/
reports in relation to the ranking of honors
shall be prepared and checked.
TRUE
4. The learner’s academic records shall be
the basis of the adviser for enrolling or
validating the said learner in the LIS.
FALSE
The basis should be SF1 which refers to
School Register
FALSE
The reference should be SF1 which refers to
School Register
5. SF 2 is the official enrollment list of the class
and shall be used as reference in any other
reporting that requires the list of officially
enrolled learners.
54
The Teacher Induction Program - Core Course 5
Suggested Additional Readings
•
Kindergarten education shall mean one (1) year of
preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
The Basic Education Information System (BEIS) is a database
of education statistics, sector performance indicators and
profile of public and private schools, learning centers and
other education service providers. It is a web-based system
designed to enhance information management at all levels of
the education system (school, division, region and national
levels) through streamlined processes and use of information
and communication technologies. It aims to deliver relevant
and accurate information to school heads, education
managers, policy makers and various stakeholders of the
education system. Visit http://lis.deped.gov.ph/ and http://
ebeis.deped.gov.ph/
•
Elementary education refers to the second stage of
compulsory basic education which is composed of
six (6) years. The entrant age to this level is typically
six (6) years old.
•
Secondary education refers to the third stage of
compulsory basic education. It consists of four (4)
years of junior high school education and two (2)
years of senior high school education. The entrant
age to the junior and senior high school levels are
typically twelve (12) and sixteen (16) years old,
respectively.
•
There are other teaching and non-teaching personnel
that work together to meet the needs of learners
and the wider school community. Knowledge of the
specific roles and functions of each personnel helps
newly hired teachers know who to approach to seek
support and guidance especially in their early years
of teaching.
•
School-based Management (SBM) transfers
decision-making authority from the central and
district authorities to the school community and
school leaders to create significant changes in
improving education within their local context.
The BEIS provides information for planning, quality
assurance, monitoring & evaluation and other decisionmaking activities at all levels of the education system.
Additional Task: Seek the help of the School LIS
Coordinator and get started with LIS.
Summary
•
The school is an educational institution, private
and public, undertaking educational operation with
a specific age-group of learners pursuing a set
curriculum and receiving instruction from teachers.
It is usually located in a school building/s in a
particular physical or cyber site.
Guide for Mentors and Newly Hired Teachers
55
Module 2 – Relevant Laws for Teachers
Required Resources
Intended Module Learning Outcomes
•
PRC Resolution No. 435, s. 1997 on Code of Ethics
for Professional Teachers
1. cite specific provisions in the laws that are
applicable to specific scenarios in the field;
•
Republic Act No. 4670 on The Magna Carta for
Public School Teachers
2. identify practices that uphold the dignity of teaching
as a profession;
•
Republic Act No. 10627 on Anti-Bullying Act of
2013
At the end of this module, you should be able to:
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:
56
•
Policy reading
•
Scenario analysis
•
Case study
•
Reflections
•
LAC sessions
The Teacher Induction Program - Core Course 5
Session 1: Magna Carta for Public School
Teachers
Key Topic 1: Republic Act No. 4670
Did you know?
Magna Carta translates to “The Great Charter.” The term is
used to refer to the charter of English liberties granted by
King John on June 15, 1215 (Stenton, 2020). It is one of the
most important documents in history as it established the
principle that everyone is subject to the law, even the king,
and guarantees the rights of individuals, the right to justice,
and the right to a fair trial (Eleftheriou-Smith, 2015). The
Magna Carta for Public School Teachers aims to improve
the social and economic status of public school teachers
in basic education, their living and working conditions,
employment, and career prospects.
As teachers’ efforts are being recognized in building the
nation, a law was passed to look after the welfare of the
public-school teachers and to promote, improve, and secure
the professional rights of a teacher—known to be the RA No.
4670 or the Magna Carta for Public School Teachers.
Who is covered under the Magna Carta?
The Act applies to all public-school teachers except those in
the professorial staff of state colleges and universities.
As used in the Act, the term “teacher” shall mean all persons
engaged in classroom teaching, in any level of instruction on
full-time basis, including:

guidance counselors

school librarians

industrial arts or vocational instructors

and all other persons performing supervisory and/
or administrative functions in all schools, colleges,
and universities operated by the Government or its
political subdivisions
but shall not include:

school nurses

school physicians

school dentists

and other school employees
Guide for Mentors and Newly Hired Teachers
57
Required Task 1: Policy Reading
Read the Magna Carta for Public School Teachers. Write down portions in the document that you think might
be helpful as you practice your profession or those that you would like more elaborations or clarifications on.
Discuss them with your mentor. You may use the format below. An example is provided for you.
Topic and Page number
Section 11, page
Provision for Married Teachers
58
Queries/Points for Clarification
Could I be in the same school as my husband/
first degree family member?
Section 12, Academic Freedom
Am I allowed to study without informing
my working school?
Section 13, Teaching Hours
Am I required to go to my working school
at 7am to 4pm?
The Teacher Induction Program - Core Course 5
Input/Response from the Mentor/s or
from the LAC session
When possible, the proper authorities
should make every effort to allow
married couples who are both public
school teachers to work in the same
area.
Teachers must have academic
independence in carrying out their
professional responsibilities, notably
in terms of teaching and classroom
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
and other work incidental to his
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.
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:
Scenario
Issues and concerns
Scenario 1: Teacher Ana is a
Science teacher in a Senior High
School and has been very active
in fostering a variety of learning
strategies to engage her learners
in learning their topics. She would
mostly ask her learners to do
outdoor activities, explore the
surroundings and come up with
hypotheses related to their topic.
Teacher Jurado, the 53-yearold Grade Level Chair, found this
teaching technique of Teacher
Ana Castro quite disturbing
since he believed that Science
could be better learned through
experiments within laboratories
and paper-and-pencil exams. He
raised this concern to the principal
and has asked Teacher Castro to
explain her side of the matter.
Teacher Ana was active
in postering variety of
learning strategies to
engage her learners but
suddenly Teacher Jurado
found
her
teaching
techniques
quite
disturbing.
Related Provisions in the
Magna Carta
Sec. 8. Safeguards in
Disciplinary Procedure.
(D. The right to appeal
to clearly designated
authorities. )
How should the matter be
properly resolved?
Teacher
Ana
and
Teacher Jurado should
discuss the issue tother
with their principal as
the moderator for the
conversation
between
them. After allowing
them to state their
opinion principal should
advice both of them to
be
considerate
on
acknowledging each of
their capabilities and
even learn from each
other. Teachers must
consider
others
whenever
they
are
teaching
to
avoid
disturbing others.
Guide for Mentors and Newly Hired Teachers
59
60
Scenario
Issues and concerns
Related Provisions in the
Magna Carta
How should the matter be
properly resolved?
Scenario 2: Teacher Connie
was a newly-assigned English
public school teacher in Mataas
na Nayon High School, and as
she started to adapt in the new
setting of the school, she noticed
something in one of the more
seasoned teachers in the same
department whose classroom is
just next to her. Most of the time,
she would observe the teacher to
be giving short discussions among
her learners and would leave
them to do their own thing while
she also sat on the teacher’s chair
scrolling her phone, not minding
how the class is misbehaving. In
turn, this would affect the class
of Teacher Connie as the learners
in the next classroom would tend
to be noisy. When she could no
longer keep her frustration, she
went to the classroom of her coteacher and gently confronted
her about the situation. Then, the
other teacher answered, “Well,
this is how I wanted to teach, I
have the academic freedom to
utilize my time no matter how I
want it. You should try it, too” and
left Teacher Connie dumbfounded.
Teacher Connie's coteacher, who was just next
to her classroom, was not
managing the class well
and was unconcerned
about
her
students'
misbehavior. This would
have an impact on Teacher
Connie's class.
Sec. 8. Safeguards in
Disciplinary
Procedure.
Every teacher shall enjoy
equitable safeguards at each
stage of any disciplinary
procedure and shall have:
(D. The right to appeal to
clearly
designated
authorities. )
Superiors at the school
should conduct a seminar
to
reignite
teachers'
enthusiasm for teaching
while also introducing new
methods of inspiring and
managing the classroom.
They must also speak with
the concerned teachers,
offering suggestions and
instructions to ensure that
the teaching and learning
process is improved.
The Teacher Induction Program - Core Course 5
Related Provisions in the
Magna Carta
How should the matter be
properly resolved?
Teacher Antonio was
asking
to
set
an
appointment with the
regent of the university
to enroll himself for the
final term to finish
Master’s
Degree
thinking that he will be
given the Study Leave
Allowance
by
the
school.
Sec. 12. Academic
Freedom.
Sec. 24. Study Leave
Teacher Antonio should
be able to use academic
autonomy in carrying
out his professional
responsibilities,
particularly in terms of
teaching and classroom
methods. The principal
must grant Teacher
Antonio's request and
provide the necessary
documentation
and
records, since it is his
right and will benefit
their school.
Teacher Sareemah was a
muslim who wished to
practice her costoms as
a muslim, but the Grade
level coordinator gave
her a class schedule that
conflicts with her prayer
time at Duhor (midday).
Sec. 27. Freedom to
Organize.
Teachers in public schools
have the freedom to form
and join organizations of
their choice, whether local
or national, to develop and
defend their interests
without
prior
authorization.
Teacher
Sareemah must inform
both her Principal and
Grade Level Coordinator
and ask if it is possible to
consider her religious
beliefs when making a
schedule.
Scenario
Issues and concerns
Scenario 3: Teacher Antonio is
an Araling Panlipunan Teacher in
public high school for 5 years. He
is taking up his Master’s Degree
in Demographics and now in his
final year to finish the program.
He would only need to complete
his Thesis Study to fully graduate
from the program. He asked to set
an appointment with the regent
of the university to enroll himself
for the final term thinking that
he will be given the Study Leave
Allowance by the school. The next
day, he talked with the principal
about his plans, and how he
thinks his study will also help the
school in the long run.
Scenario 4: Teacher Sareemah
moved from Mindanao to
Pampanga and was successfully
employed to teach in a public
school. Rooted in her Islam culture
and tradition, Teacher Sareemah
wishes to practice her customs
as a Muslim, like not eating pork,
wearing her hijab when going to
school, and praying five times a
day. However, at the beginning of
the school year, she realized that
the Grade Level Coordinator gave
her a class schedule that conflicts
with her prayer time at Duhor
(midday).
Guide for Mentors and Newly Hired Teachers
61
62
Scenario
Issues and concerns
Scenario 5: Teacher Alonzo saw
his photo being shared in social
media by one of the influential TV
programs that hails itself as the
program that gives justice to the
poor and disadvantaged. As he
clicked the link of the program,
there on his screen was the
interview with one of his learners
who told the host that her teacher,
pertaining to Teacher Alonzo,
didn’t give her the chance to make
up for all her missed quizzes and
was ridiculed by him in front of the
class. Knowing the truth, Teacher
Alonzo was enraged by the false
accusations of the student until he
received a call from his principal
and asked him to explain the
matter to his office since they
are being pressured by the TV
program to give his statement.
Teacher Sareemah was a
muslim who wished to
practice her costoms as a
muslim, but the Grade
level coordinator gave her
a class schedule that
conflicts with her prayer
time at Duhor (midday).
The Teacher Induction Program - Core Course 5
Related Provisions in the
Magna Carta
How should the matter be
properly resolved?
Sec. 27.
Organize.
Teachers
in
public
schools
have
the
freedom to form and
join organizations of
their choice, whether
local or national, to
develop and defend their
interests without prior
authorization. Teacher
Sareemah must inform
both her Principal and
Grade
Level
Coordinator and ask if it
is possible to consider
her religious beliefs
when
making
a
schedule.
Freedom
to
Scenario
Issues and concerns
Scenario 6: After strong
typhoons that caused multiple
damages on the production of the
commodities in their area farmed
and tilled by the parents of the
learners of Teacher Carla, she felt
compelled to do something to help
them, particularly in providing
for their essential needs. But as
she checked on her funds, she
realized that it would not even
suffice for the needs of three
families, so she thought hard and
looked into her social media about
some relief operations being
done by organizing a donation
fund. After this, she immediately
messaged her co-teachers who
are also living within the area
and asked them to contribute.
Until eventually, they were able
to come up with a group name,
created an announcement banner
which they posted on their social
media accounts, and started to
reach out to different individuals
and organizations to help them
in their cause. At the end of their
target date, they were able to
raise more than PhP 100,000.00,
which they utilized in buying the
needs of more than 50 farmers
and their families.
They
created
an
organization
that
promotes helping the
families affected by the
typhoon and able to
raise
more
than
P100,00O which is more
than enough to help
their target number of
families.
She even encouraged
her
co-teachers
to
participate on the pond
raising and utilize the
power of social media.
Related Provisions in the
Magna Carta
How should the matter be
properly resolved?
Sec. 27.
Organize.
Teachers
at
public
schools
have
the
freedom to form and
join groups of their
choice, whether local or
national, to advance and
protect their interests
without
prior
authorization.
This
implies
that
their
response
to
the
typhoon's victims was
both appropriate and
brilliant. They might
also utilize it to attract
additional stakeholders
to their school, which
could be beneficial to
their
educational
initiatives.
Freedom
to
Guide for Mentors and Newly Hired Teachers
63
64
Scenario
Issues and concerns
Scenario 7: Teacher Justine
is excited about giving birth to
her first baby as a public-school
teacher for just over three years
in Macalintal National Science
High School. She is in the third
trimester of her pregnancy and
is expecting to give birth in the
month of June, which she thought
is the perfect time to use her
maternity leave and avail its full
benefits. However, due to some
pregnancy issues, she started to
feel labor contractions early May,
which is still technically part of
the vacation season of the school.
A few days after giving birth,
Teacher Justine felt uneasy and
troubled because she was worried
that she won’t be able to avail the
full benefits of maternity leave
due to the fact that she gave birth
during the vacation season.
Teacher
Justine
felt
uneasy and troubled
because she was worried
that she won’t be able to
avail the full benefits of
maternity leave since she
gave birth during the
vacation season, which
was prior on her target
date to use her maternity
leave.
The Teacher Induction Program - Core Course 5
Related Provisions in the
Magna Carta
How should the matter be
properly resolved?
Sec. 25. Indefinite Leave.
Teachers
in
public
schools are not required
to work during vacation;
nevertheless, in the case
of Teacher Justine, it
may be favorable that
she gave birth before her
due date, as she may
utilize the vacation days
to heal properly and
then enjoy her paid
maternity leave without
reporting to her school.
If she manages to report
on the first day of the
school year in June, she
may be eligible for a
double pay income for
the month of May.
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 (deped.gov.ph)
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 professionalduties as a
Public School
teacher
Teachers
1. Section 13. Teaching Hours. Any
teacher engaged in actual classroom
instruction shall not be required to render
more than 6 hours of actual classroom
teaching per day. Provided, however, that
where the exigencies of the service so
require, any teacher may be required to
render more than 6 hours, but not
exceeding 8 hours of actual teaching hours
a day.
2. Section 10. No Discrimination. There shall
be no discrimination (i.e., gender, cultural,
religious, disability, etc.) whatsoever in the
entrance to the teaching profession, and/or
during in exercising its duties or even in the
termination of tenure in service.
3. Section 27. Freedom to Organize. Public
school teachers shall have the right to freely
and without previous authorization both to
establish and to join organizations of their
choosing, whether local or national to
further and defend their interests.
Notes from the LAC session
This section on Magna Carta for Public School Any teacher engaged in actual classroom
Teachers has the following implications for my instruction shall not be required to render more
professional obligations as a teacher: I may utilize than six hours of actual classroom teaching per
my excess time to prepare for my next class and day, which shall be scheduled to allow him time
even settle all my ancillaries to maintain a healthy to prepare and correct exercises and other work
routine as a teacher. This also assists me in dealing incidental to his normal teaching duties:
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
be simplified if we employ tactics that promote required to render more than six hours but not
learning.
more than eight hours of actual classroom
teaching per day.
Despite the fact that I am a professional teacher, I There should be no prejudice in entering the
am free to practice my religious and cultural teaching profession, practicing it, or terminating
views. Because there are no limitations, we may it based on anything other than professional
be able to apply our strengths and expertise in considerations.
teaching.
We may organize an organization to assist us in Teachers in public schools must have the
meeting the needs of our students, as well as the freedom to form and join organizations of their
school and its surroundings. Promotes activities choice, whether local or national, to develop and
that will benefit both our students and ourselves as defend
their
interests
without
prior
instructors.
authorization.
Guide for Mentors and Newly Hired Teachers
65
Provisions in the Magna Carta for Public School
Teachers
4. Section 8. Safeguards in Disciplinary Procedure. Every teacher
shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a
representative of his choice and/or by his organization,
adequate time being given to the teacher for the
preparation of his defense; and
d. the right to appeal to clearly designated authorities.
5. Section 24. Study Leave. In addition to the leave privileges
now enjoyed by teachers in the public schools, they shall be
entitled to study leave not exceeding one school year after seven
years of service. Such leave shall be granted in accordance with
a schedule set by the Department of Education. During the period
of such leave, the teachers shall be entitled to at least sixty per
cent of their monthly salary: Provided, however, That no teacher
shall be allowed to accumulate more than one year study leave,
unless he needs an additional semester to finish his thesis for a
graduate study in education or allied courses: Provided, further,
That no compensation shall be due the teacher after the first year
of such leave. In all cases, the study leave period shall be counted
for seniority and pension purposes.
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The Teacher Induction Program - Core Course 5
Implications for your professional
duties as a teacher
Notes from the LAC session
If necessary, we can defend our At each level of any disciplinary
instructional methodologies and proceeding, every teacher is entitled to
other techniques. When our the following protections:
profession is threatened, we have the
a. the right to have the charges written
right to defend ourselves.
down.
b. complete access to the case's
evidence.
c. the right to defend himself and be
defended by a representative of his
choosing and/or by his organization,
with sufficient time granted to the
teacher to prepare his defense; and
d. the ability to appeal to authorities
who are clearly identified
If the time comes for us to be Teachers in public schools will be
eligible for this type of leave, it will eligible to study leave of up to one
be a huge aid in finishing our school year after seven years of service,
studies, which will greatly benefit in addition to the current leave
us, as well as a benefit to the school entitlements. Such leave will be given in
accordance with the Department of
when we return to teach.
Education's timetable. Teachers shall be
entitled to at least 60% of their monthly
salary during the period of such leave;
provided, however, that no teacher shall
be allowed to accumulate more than one
year of study leave unless he requires an
additional semester to complete his
thesis for a graduate study in education
or allied courses; and provided, further,
that no compensation shall be due to the
teacher after the first year of such leave.
Summary
1. The Magna Carta for Public School Teachers intends
to promote and improve the teachers’:

social and economic status

living and working conditions

terms of employment

career prospects
2. This Act aims to:

compare the teaching profession favorably
with existing opportunities in other walks of
life

attract and retain in the teaching profession
more people with the proper qualifications
3. It is recognized that advancement in education
depends on the qualifications and ability of the
teaching staff.
4. Education is respected to be an essential factor in
the economic growth of the nation as a productive
investment of vital importance.
5. Knowing and understanding the relevant laws in
education will provide an insight and guidance into
the rights and responsibilities in practicing your
professional duties as a public school teacher.
Guide for Mentors and Newly Hired Teachers
67
Session 2: The Code of Ethics for
Professional Teachers
What did you learn about the discussion with your mentor?
Did your perspective change when you discussed the
scenario with your mentor?
Key Topic 1: Code of Ethics for Professional
Teachers
Teacher Antonio was entitled to defend himself
The Code of Ethics for Professional Teachers serves as
a guide for teachers to exhibit professional disposition in
the learning community at all times. It is imperative that you
observe and practice this set of ethical and moral principles,
standards, and values. In everyday life, you are confronted with
the challenges to do the right thing. When you are faced with
professional decisions that seem to have ethical implications,
there are conditions and provisions of the Code of Ethics that
will guide you to determine the best actions.
Required Task 1: Scenario Analysis
Read the Code of Ethics for Professional Teachers and reflect
on your practice as a teacher. Guided by your understanding
of the Code of Ethics for Professional Teachers, identify the
provisions that can guide you to come up with the best action.
Discuss with your mentor and write your answers on the space
provided in each number.
Scenario 1: Teacher Antonio received a complaint from the
father of one of his advisory students regarding the grade of
his daughter in English. The father told him that the student
struggles in English but she is very persistent to learn. He
insisted that his daughter did not deserve to receive a failing
mark and demanded a reconsideration. However, Teacher
Antonio knows that the student skips classes and seldom
goes to her English classes. As a homeroom adviser, what’s
the best thing for Teacher Antonio to do following the Code
of Ethics for Professional Teachers? Write your answer in 5-7
sentences in the space provided below. Once done, discuss
this topic with your mentor.
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The Teacher Induction Program - Core Course 5
by providing facts related to the matter, and he
was also entitled to have someone defend him
if required, according to Section 8 of the
Magna Carta for Public School Teachers.
Disciplinary Procedure Safeguards. He could
use the SF2 as proof that the concerned
students were frequently missing during his
class, or he could use his class record to
indicate that the supplied statement was correct,
and that just expressing care to the child for
grades was a teacher's approach of motivating
the students.
Key Topic 2: Provisions of the Code of Ethics for
Professional Teachers
We may define our boundaries in our
As mandated in the Code of Ethics for Professional Teachers,
you have the responsibility to interact positively with parents,
community members, and other stakeholders in the school.
Communication with parents must be conducted regularly
and be kept professional and free from arguments. If you have
an issue with parents, community members, or stakeholders,
it must be presented during meetings and conferences. As
a teacher, you must recognize that education is a public
service. Strive to keep the public informed of the programs,
projects, and activities of the school.
obligations and responsibilities by being aware
about the Magna Carta for Public School
Teachers. If necessary, I've used the laws to
defend myself, and because of the discussion
with my mentor I realized how fortunate I am
to be a public-school teacher.
Scenario 2:
Teacher Ronnie has been teaching for the last five (5) years
in a public elementary school. Every time his principal
asked him to attend a training, he would always decline
and give several reasons and alibis why he couldn’t attend.
What possible actions should be done by the school if he
continuously refuses?
Guide for Mentors and Newly Hired Teachers
69
Scenario 3:
Malaban National High School is scheduled to hold its
Reading Camp on a Saturday. Teacher Dina, who is enrolled
in a Master’s degree program, informed the principal that she
could not make it as she needs to take her comprehensive
examination. Prior to the school’s Reading Camp, Teacher
Dina already expressed her intent to take a leave from the
Reading Camp. The principal also knew that she has classes
every Saturday. However, due to the work demands of the
Reading Camp preparations, she requested Teacher Dina to
render her service on that day. The School Head told her that
she could help her get permission from the university to take
a leave and reschedule her comprehensive examination.
Choose the best answer in the scenario below.
Teacher Ronniie needs to be counseled on his
responsibilities and duties as a public-school
teacher. His bosses must speak with him and
provide guidance so that he understands the
advantages of participating in a seminar. In
fact, he was fortunate to be included because
the conference he would attend will allow him
to learn new things. based on the Magna Carta
for public school teachers’ section 7, Code of
Professional Conduct for Teachers. Teachers
must be professional in his action and words.
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The Teacher Induction Program - Core Course 5
Prompt
Answer
If you were in the situation of Teacher Dina, what would
you do?
a.
I will just pronounce my absence during the
Reading Camp without having the principal’s
permission.
b.
I will follow the advice of my principal and
request for an excuse letter that I can give to
the university.
c.
I will negotiate with the principal and tell her
that I need to take the examination in order to
proceed to my master’s thesis. In exchange, I
will offer to render extra service in lieu of the
day when I can’t render service.
d.
I will negotiate with the principal and tell
her that I need to take the examination. To
recompense my absence, I will offer to invite
an external resource person that could help in
the success of the Reading Camp.
Feedback
Think of the most plausible solution that could be
equally beneficial to both parties. The school principal
has the authority to decide which options are best in
a particular situation. In the same way, as a proactive
teacher, present options that align with your values as
educators and find a common ground.
(refer to Article VII Section 1 and Section 3 of the Code
of Ethics for Professional Teachers)
D
Guide for Mentors and Newly Hired Teachers
71
Prompt
Answer
Feedback
B
the scenario refers to Article VII
Section 1 and Section 3 of the Code of
Ethics for Professional Teachers
Which of the following provisions in the Code of
Ethics for Professional Teachers covers the particular
scenario?
72
a.
Sections 1 and 2 of Article VI
b.
Sections 1 and 3 of Article VII
c.
Preamble
d.
Section 6 of Article II
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
Professional Teachers
Implications for your
professional duties as a teacher
Notes from the LAC session
Scenario 1: Teacher Suzette is a new teacher in
Mapayapa High School and was appointed as the Campus
Journalism advisor while also handling a Grade 9 advisory
class. She always arrives early for her morning classes
and leaves school late in the afternoon to finish
coaching student- journalists. Her mentors and
colleagues always remind her that she should work
smartly and avoid staying at school very late.
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
enlist the assistance of your coworkers to fulfill your Code of Ethics for Professional Teachers, any teacher
obligations and responsibilities without exceeding
may be required to render more than six hours but not
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
instruction each day, according to the Code of Ethics
for Professional Teachers, therefore you must
manage your time to prevent leaving the school late
and maybe disturbing your coworkers.
Scenario 2: Teacher Arthur is a first-year HUMSS teacher
who teaches primarily Grade 12 learners. At the end of
the year, several of the seniors invited him to a graduation
party including some teachers. His students wanted
their teachers to join the party to celebrate the
graduation of their batch. The Faculty Coordinator
called a meeting to discuss the graduation ceremony.
Majority of the faculty decided not to go but your
students are pleading for you to come.
After the discussion about the graduation ceremony, Any teacher engaged in actual classroom instruction shall
Teacher Arthur may go to his students' party to
not be required to render more than six hours of actual
celebrate their graduation. For the meeting to be only classroom teaching per day, which shall be scheduled to
a few hours, instructors will not be needed to work allow him time to prepare and correct exercises and other
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
constantly mindful of the rules concerning working require, any teacher may be required to render more than
hours.
six hours but not more than eight hours of actual
classroom teaching per day.
Scenario 3: Teacher Larry is a Grade 10 Science teacher.
He had been struggling financially since her wife’s
deposition from work. The parents of one of his
students asked Teacher Larry to tutor their daughter
since they found out that she failed her periodical exam.
However, the School Head stressed that teachers
should not offer tutoring services to their learners for
remuneration.
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
a buddy who is capable of tutoring the pupil. And, if normal duties, shall be compensated at least 25% of his
he truly intended to aid the student, he may provide a regular remuneration after the teacher has completed at
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
out-of-school activities, as well as any other activities contrary.
outside of what is defined as normal duties of any
teacher, shall be paid an additional compensation of
at least 25% of his regular remuneration after the
teacher has completed at least six hours of work,
notwithstanding any provision of existing law to the
contrary.
However, he must comply with the Principal's rule
that teachers not charge for tutoring services provided
to their students.
Guide for Mentors and Newly Hired Teachers
73
Provisions in the Code of Ethics for
Professional Teachers
Implications for your
professional duties as a teacher
Notes from the LAC session
Scenario 4: Teacher Eli, a 55-year-old Grade 11 English
teacher had been struggling with her finances for the
previous months since she had applied for a loan which
she used for her health maintenance and the renovations
of their house. Finding herself in the difficult situation, she
had an idea of doing buy-and-sell to her neighbors, but it
did not suffice so she searched for other opportunities and
she identified her learners as one of her markets. Every
15 minutes before the end of class, she would bring out
her rummage of items that she sells to learners and would
tell them that if they do not buy at least 2 items, she will
not give them a passing mark. And so, the learners buy
her items until one day, she has been reported by one of
the learners to the principal’s office and was called up for
interrogation.
Teacher Eli should not use her
position as a teacher to persuade
students to buy her products;
instead, she should follow the
school's existing rules if such
behavior is prohibited, and on
the other hand, she should
consider starting a new business
that will not potentially ruin her
profession, particularly when
students are involved. She could
just conduct her business outside
of the school after her duties on
the school, so as not to
compromise her career.
Teacher Reya must maintain a
healthy atmosphere for her
students,
which
includes
preventing bullying. She should
teach them not to laugh with
their classmates while they are
doing their best. They must
instead assist their classmates in
learning and coping with the
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.
Students can only be involved in
business if the instructor and school
have followed the proper procedure
for collaboration. A teacher may only
provide services that are connected to
the learning process and is only
entitled to a 25% extra pay. And do
not use your position to promote your
business.
Scenario 5: Raya was a slow learner in almost all of the
subject areas, especially Mathematics. While discussing
linear equations, her teacher called her up to answer one
of the equations. She went close to the board trying her
hardest to answer the calculations, but was not able to
write the correct answer. When she presented her equation
to her teacher, she saw her classmates laugh. She felt very
embarrassed.
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The Teacher Induction Program - Core Course 5
Maintain a healthy atmosphere to
your learners.
Required Task: Pledge of Commitment (Portfolio Output)
MY PLEDGE OF COMMITMENT
I,
, of
having
been appointed to the position of
solemnly swear that I will well and faithfully
discharge to the best of my ability the duties of my present
position and of all others I may hereafter hold under the
Republic of the Philippines, that I will support and defend the
Constitution of the Philippines, that I will bear true faith and
allegiance to the same that I will obey the laws, legal orders
and Decrees promulgated by the duly constituted authorities
of the Republic of the Philippines and that I impose this
obligation upon myself voluntary without mental reservation
or purpose of evasion.
Required Task 2: Answer the following questions
Now that you are done reading and analyzing the different
provisions and articles specified in the Code of Ethics for
Professional Teachers, please share your insights focusing
on the learning that you gained from this session and at the
same time, other information that you think is necessary to
understand the Code of Ethics. Discuss with your mentor.
SO, HELP ME GOD.
Guide for Mentors and Newly Hired Teachers
75
What are your significant learnings?
As a result of teachers' contributions to the nation's
How will these learnings be of help to you as a teacher?
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
improve, and ensure their professional rights. Teachers
circumstances, job opportunities, and career possibilities.
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
unity.Educator 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.
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The Teacher Induction Program - Core Course 5
Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.
It will be submitted to your mentor for verification and recording purposes.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.
Guide for Mentors and Newly Hired Teachers
77
78
The Teacher Induction Program - Core Course 5
Department of Education
National Educators Academy
of the Philippines
Dir. John Arnold S. Siena
Teacher Education Council
Ms. Anna Marie San Diego
Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD)
Ms. Donnabel Bihasa
Ms. Ana-Sol Reyes
Senior Education Program Specialist,
TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD
Mr. Jayson Peñafiel
Mr. Jerson Capuyan
Education Program Specialist,
TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane
Ma. Izella D. Lampos
Jeanny S. Burce
Senior Program Manager II
Project Officer
Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
80
Ricardo Ador Dionisio
Warren Quisada
Angelo Uy
Marie Flo M. Aysip
Jeanette Alvarez
Jeaz DC Campano
Ian Harvey Claros
Alfredo G. Desamparo, Jr.
Jerome Hilario
Charito N. Laggui
Gayle Malibiran
Khristian Ross Pimentel
Josefino C. Pogoy, Jr.
Chinita Tolentino
Jennifer F. Vivas
The Teacher Induction Program - Core Course 5
Validators
Ricky Agbay
Zenylou Frias
Marie Eugenie Soriano
Ma. Agie Amar
Clarivil S. Layug
Marina Tagsip
Jonathan Baniaga
Carlos B. Llamas III
Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa
Jeanrick Deuna Nuñez
Reggie Tuazon
Alma Belarmino
Maribel Perez
Gladys Uy
Rageene Vera Dueñas
Beverlyn Ramirez
Maria Lourie Victor
Nerio Benito Eseo
Frankie Delos Santos
Support Team
Ruth Mae Ellorin
Layout Artist
Aris L. Solis
Layout Artist
Roy Benson
NEAP ICT Technical Support
Pilot Testing Participants
Region IV-A
Region VI
Region VII
Division of Cavite
Division of Iloilo
Division of Bohol
Division of Quezon
Division of Negros Occidental
Division of Cebu
Division of Batangas
Division of Antique
Division of Negros Oriental
Guide for Mentors and Newly Hired Teachers
81