Teacher Induction

Program (TIP)
CORE COURSE

Responding to Community Contexts

in collaboration with

Philippine National
Research Center for Teacher Quality
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.
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)

 Required Tasks
Module 1 – DepEd Organizational
• Reflections
Structure and Processes
• Policy reading
Intended Module Learning Outcomes:
• Scenario analyses
At the end of this module, you should be able to:
• Writing tasks
1. discuss the history and background of the • Organizational structure analysis
public education system to understand the
organizational development of DepEd; Required Resources
2. address concerns and respond to • Historical Perspective of The Philippine Educational
scenarios in the field using knowledge of System, https://www.deped.gov.ph/about-deped/
existing laws and regulations on DepEd history/
organizational structure and processes; • Republic Act No. 9155 on Governance of Basic
and Education Act, 2001
3. respond to real-life scenarios that require • Republic Act No. 10533 on An Act Enhancing the
the application of the knowledge on Philippine Basic Education System by Strengthening its
organizational structures of the Department Curriculum and Increasing the Number of Years for
and the school. Basic Education, 2013

Module Outline Optional Readings

Session 1: The Philippine Public Education • DepEd Order No. 53, s. 2013 on Approval and
System Implementation of the 2013 DepEd Rationalization
Program
Session 2: DepEd Central Office
• DepEd Order No. 52, s. 2015 on New Organizational
Session 3: DepEd Regional and Schools Structures of the Central, Regional, and Schools
Division Division Offices of the Department of Education
Offices

Session 4: The School Structure

Estimated Time Required: 2.5 hours

4 The Teacher Induction Program - Core Course 5
Session 1: The Philippine Public
Education System
Key Topic 1: Historical Perspective of the
Philippine Educational System

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

be knowledgeable about the history and background of
the organization. In doing so, you will be able to know
how the department came about and what changes took
place in response to the challenges of the times. Read
the article found in the DepEd website and process your
understanding through the activity below. You can access
the website through this link:
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 (What are the educational (How does this affect the succeeding
identified developments brought by this time public education system?)
in the article?) period?)
Pre-colonial Period Education was informal, unstructured, and Essential learning was prioritized during
devoid of methods. Children were provided this period
more vocational training and less
academics (3Rs) by their parents and in
the houses of tribal tutors

Spanish Colonial Period The tribal tutors were replaced by the Formalization of education with defined
Spanish missionaries. administration and management by the
Spanish colonial government
Education was religion-oriented. It was for
the elite, especially in the early years of
Spanish colonization.

Access to education by the Filipinos was

later liberalized through the enactment of
the Educational Decree of 1863.
Education during that period was
inadequate, suppressed, and controlled

American Colonial Rule allowed it to spread their cultural values, English was adopted as the medium of
particularly the English language, to the Filipino instruction in all public schools
people. Instruction in English language, and
American history, lead to forming of a national
identity and Filipino nationalism.

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

6 The Teacher Induction Program - Core Course 5

Key Topic 2: The Trifocalization of
Philippine Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS) had the sole responsibility in the
administration, policy formulation, and program
implementation of education in the Philippines. It
supervises public education, private education, as well as
formal and non-formal education. To examine the
education system in the Philippines and draft policy
recommendations, the Congressional Commission on
Education or EDCOM was established by a Joint
Resolution of the Eight Philippine Congress.

Recognizing that there is a need to specialize

administration in higher learning and technical and
vocational education, the trifocalization of education
through the virtue of RA No. 7722, otherwise known as
the “Higher Education Act of 1994” and RA 7796,
otherwise known as the “TESDA Act of 1994” or the
Trifocalization of Education Management was enacted.
The administration, policy formulation, and program
implementation of education in the Philippines would
have three foci: (1) Basic Education; (2) Higher
Education; and (3) Technical and Vocational Education.
Read the excerpt from both policies and answer the
following reflection questions.
Guide for Mentors and Newly Hired Teachers
7
 Republic Act No. 7722 - AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES

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

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

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

The Commission shall be independent and separate from the Department of Education, Culture and Sports
(DECS), and attached to the Office of the President for administrative purposes only. Its coverage shall be both
public and private institutions of higher education as well as degree-granting programs in all post-secondary
educational institutions, public and private.
8 The Teacher Induction Program - Core Course 5
Republic Act No. 7796 - AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER
PURPOSES

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

SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Act to
a) Promote and strengthen the quality of technical education and skills development programs to
attain international competitiveness;
b) Focus technical education and skills development on meeting the changing demands for quality
middle- level manpower;
c) Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs;
d) Recognize and encourage the complementary roles of public and private institutions in
technical education and skills development and training systems; and
e) Inculcate desirable values through the development of moral character with emphasis on work
ethic, self-discipline, self-reliance and nationalism.
Guide for Mentors and Newly Hired Teachers
9
 2. Which turning point in the history of the public
Required Task 2: Reflection Questions education system has huge implications in the
Answer the following reflection questions below development of the Department of Education?
based on
the excerpts.
1. What educational practices observed in
the historical stages of development
are the foundational elements of
education in the Philippines?
10 The Teacher Induction Program - Core Course 5
 Key Topic 3: The Governance of Basic Education Act
3. What are the implications of the trifocalization of
education in the administration and management of
education in the Philippines? The Republic Act No. 9155, otherwise
known as the Governance of Basic
Education Act of 2001, renames 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 the principles of accountability and
basic education shall be translated into transparency shall be operationalized in the
programs, projects, and services developed, performance of functions and responsibilities
adopted, and offered to fit local needs. Thus, in these offices.

Guide for Mentors and Newly Hired Teachers

11
Read the excerpt from the RA No. 9155:

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

• to provide the framework for the governance of basic education, which shall set the general
directions for educational policies and standards and establish authority, accountability, and
responsibility for achieving higher learning outcomes;
• to define roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects, and services in communities they serve;
• to make schools and learning centers the most important vehicle for the teaching and learning of
national values and for developing in the Filipino learners love of country and pride in its rich
heritage;
• to ensure that schools and learning centers receive the kind of focused attention they deserve and
that educational programs, projects, and services take into account the interests of all members of
the community;
• to enable the schools and learning centers to reflect the values of the community by allowing
teachers/ learning facilitators and other staff to have the flexibility to serve the needs of the learners;
• to encourage local initiatives for the improvement of schools and learning centers and to provide the
means by which these improvements may be achieved and sustained; and
• to establish schools and learning centers as facilities where school children are able to learn a range
of core competencies prescribed for elementary and high school education programs or where the
out-of- school youth and adult learners are provided alternative learning programs and receive
accreditation for at least the equivalent of a high school education.
12 The Teacher Induction Program - Core Course 5
 2. RA No. 9155 states that “the school
Required Task 1: Writing Task shall be the heart of the formal
Answer the following questions. You may answer each item in 4-7 education system.” How does this
sentences. statement relate to you as a teacher
and as a part of a larger organizational
1. As part of the DepEd, how can you contribute to successfully landscape?
implement programs of the Department and carry out its
purpose and objectives? Give specific ways and examples.
Guide for Mentors and Newly Hired Teachers
13
 Summary
3. Write down the best practices being
• The Department of Education (DepEd), by virtue of RA
implemented in your school that align with
No. 9155, otherwise known as Governance of Basic
the provisions stated in RA No. 9155.
Education Act of 2001, is mandated to formulate,
Share it with your mentor/colleagues.
implement, and coordinate policies, plans, programs,
and projects in the areas of formal and non-formal
basic education. DepEd supervises all elementary and
secondary education institutions, including alternative
learning systems, both public and private; and provides
for the establishment and maintenance of a complete,
adequate, and integrated system of basic education
relevant to the goals of national development.
• The history and background of the public school
system and the DepEd Organizational Structure
provide a context on how the Department improves to
ensure that its personnel are supported and guided to
fulfill their roles towards achieving the vision, mission,
and goals of the department.

14 The Teacher Induction Program - Core Course 5

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

Know Want Learned

(What you know) (What you want to know) (What you have
learned after the
session)
Guide for Mentors and Newly Hired Teachers
15
 Required Task 1: Policy Reading
Key Topic 1: The DepEd Management
Structure
The Department of Education is organized to A. The DepEd Rationalization Program
enable the department to carry on its true mandate
as stipulated in RA No. 9155 otherwise known as The DepEd Rationalization Program is an effort to
the Governance of Basic Education Act of 2001. efficiently maximize the department’s functions so it
can focus on attaining its vision, mission, objectives,
The Department of Education’s Central Office shall and its core business—education.
exercise overall authority and supervision over the
For DepEd to focus on its core business, there is a
operations of the department and the attainment
need to reiterate the goals of the DepEd Rationalization
of its mandate. Specifically, the office is
Plan concerning the different organization levels of the
designated to:
department. The goals are as follows:
• set overall education agenda, directions,
• have a more efficient and effective central
and policies;
office that focuses on policy making, standards-
• formulate systems and standards for setting, and overall leadership of the department;
national adoption;
• have a re-engineered regional office that
• perform investment programming; focuses on localization of policies, performs quality
• articulate national frameworks to guide the assurance, and fulfills its duties as the technical
organization in the performance of its core support hub of its divisions; and
functions and the provision of support;
• have a re-engineered division office that
• oversee quality assurance and focuses on field leadership and supervision to
performance accountability; and better support the schools in delivering education
• build partnerships with the Local services to the learners.
Government Units (LGUs) & The DepEd Rationalization Program, is one of the key
Non-Governmental Organizations (NGOs). steps undertaken by the Department to better manage
the implementation of the K to 12 Basic Education
Program.
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
B. New Organizational Structures of the
Central, Regional, and Schools Division
Offices of the Department of Education

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
18 The Teacher Induction Program - Core Course 5
 2. In what ways can the
1. Why is there a need to rationalize and restructure the restructured DepEd, through the
Department of Education? Rationalization Program, help
you as a DepEd personnel and a
public-school teacher?

Guide for Mentors and Newly Hired Teachers

19
Required Task 2: Identification
Read the following scenarios and determine what particular DepEd
organizational strand promotes and/or helps address the following scenarios.

Scenari Answer Feedbac

o s k
Teacher Jeanne is a “teacher to the barrio” who 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
is dedicated to providing basic education to the Jeanne’s condition is the Finance and assistance from the Governance and Operation
pupils in a geographically isolated community in Administration strand of the Department of strand.
her province. She was deployed to educate the Education which is the responsible of
ensuring the efficiency to support the
pupils with a parallel module to that of formal organization as a whole to focus on its core
elementary education but in a relatively informal business and thus attain its targets through
setting and schedule. the provision of finance and administrative
services.
Teacher Jonnalyn is a permanent teacher who is 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.
facing financial challenges. Once her prior Jonnalyn is the Finance and Administration Teachers Jonnalyn's scenario could also be
loans were paid, she directly proceeds to take on which this strand ensures the efficiency to considered for the stated office to conduct and deliver
out another loan. The cycle of financial debt support the organization as a whole to focus programs to address this kind of issue.
on its core business and thus attain its
goes on. targets through the provision of finance and
administrative services.
Teacher Arvin, the school’s basketball coach, 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
focused not only on the psychomotor skills of his responsible for ensuring that the organization strand can develop programs and curriculum that will
players but also on the development of mental focuses on the delivery of a relevant, meet the needs of the students without disrupting the
discipline and social values through after-school responsive, and effective basic education availability and schedule of students or teachers.
curriculum around which all other strands
sports programs. and offices provide support, is the particular
DepEd organizational strand that will
promote or can help Teacher Arvin's
concern.
Teacher Edith thinks she is qualified for a The Department of Education's Legal and Teacher Edith must be informed about the required
Legislative Affairs strand, which is documents and units or degrees for a smooth and
promotion as a Master Teacher. She submits all responsible for increasing the organization's efficient promotion process. Legal and Legislative
of her requirements and waits for the results. capacity to deal with legal challenges and Affairs should ensure that all teachers are informed
But she lacks the required number of units for 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
her Master’s degree.
assist Teacher Edith. avoid misunderstandings.

Nanette is teaching in a low-lying school. One 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 government
day, during a heavy rainfall, she was advised of leadership and direction at the national level. or the Office of the Secretary of the DepEd
class cancellations and calmly assessed the Attached and support agencies to DepEd are Organization. She must first ensure the safety of her
situation before she directed the class to go included under the OSec. is the office that class by not letting them alone, especially during
can assist Teacher Nannete terrible weather.
home.
20 The Teacher Induction Program - Core Course 5
 The regional offices are categorized based on
Session 3: The DepEd Regional Office and size classification and shall be classified as
Schools Division Offices 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

22 The Teacher Induction Program - Core Course 5

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

A. Quality Assurance E. Curriculum & Learning Management

B. Office of the Regional Director F. Education Support Services

C. Field Technical Assistance (FTA) G. Policy, Planning & Research

D. Human Resource Development H. Finance

I. Administrative

Functio Answer Feedbac

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

Guide for Mentors and Newly Hired Teachers

23
 Functio Answer Feedbac
n s k
4. To coordinate and integrate the provision of Field Technical Assistance is the strand that
ensures the capacity of the organization to
technical assistance (TA) to schools’ continuously improve and be strategic in
divisions with the purpose of facilitating the managing the environment for which
delivery of quality basic education and Field Technical Assistance “teaching and learning” takes place.
creating an enabling environment for
schools and learning centers.

5. To ensure compliance with standards of Policy, Planning & Research is the strand
that ensures that the region and school
quality basic education by assessing, divisions are meeting fundamental education
monitoring, and evaluating the region and requirements by assessing, monitoring, and
Policy, Planning & Research
school’s division performances to inform evaluating their performance in order to
decision making and guide policy inform decision-making and lead policy
directions in the region toward continuous directions in the region toward continual
development.
improvement.
6. To facilitate the implementation of education Policy, Planning, and Research is the strand
that conducts research studies and maintains
plans, policies, and standards in all areas Regional Education Planning and Data
of basic education in the region through Management Systems to help the region
Policy, Planning & Research
the conduct of research studies and implement education plans, policies, and
maintenance of Regional Education standards in all areas of basic education.
Planning and Data Management Systems.
7. To ensure competent personnel and staff in Human Resource Development is the strand
that ensures competent personnel and staff in
the regional and schools division offices regional and school division offices by
through efficient and effective training Human Resource Development providing efficient and effective training to
towards professional competencies and improve professional competencies and
organizational performance. organizational performance.

8. To provide the regional office with Personnel, records, reception of mail,

supplies, equipment, collection,
efficient, economical and effective disbursement, security and custody of
services relating to personnel, records, property, and reportorial duties to oversight
receipt of correspondence, supplies, Administrative authorities are all covered by the
equipment, collection, disbursement, administrative strand.
security and custody of property, and
reportorial work to oversight agencies.
9. To provide advice to the Regional Director Finance is the department that advises the
Regional Director on the region's financial
on the financial resource of the region resources and provides budgeting,
and provide services in budgeting, Finance accounting, reporting, and coordination with
accounting, reporting, and coordinating government oversight bodies.
with government oversight agencies.
24 The Teacher Induction Program - Core Course 5
Key Topic 3: The Schools Division Office (SDO)
As the frontline office of the Department for the
management of basic education delivery, the SDO
supervises schools and learning centers, which are the
direct implementers of educational programs for learner
development. It also supervises the implementation of
the set policies and programs in the schools and learning
centers and provides technical support to the schools
and LCs. Specifically, the SDO’s functions include:

• implementation of the education agenda

and policies;
• management of the curriculum implementation;
• provision for instructional supervision;
• building of communities of schools and LCs;
• offering of technical assistance to schools/LCs;
• execution of equitable distribution of
resources; and
• establishment and management of partnerships.

The SDOs are categorized based on size classification

and shall be classified as small, medium, or large. The
Organizational Structure of the SDO is presented in
Figure 2 on the next page.
Guide for Mentors and Newly Hired Teachers
25
 Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education

26 The Teacher Induction Program - Core Course 5

Required Task 2: Scenario Analysis
Read each statement. Write CID if the scenario/concern is Curriculum Implementation Division-related or SGOD if it is
Schools Governance Operations Division-related.

Question Answer Feedbac

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

Teacher April is having a hard time managing her class

because her schedule is in the last period before class It was placed under the SGOD
dismissal. She then seeks help from the head teacher and because it requires help from the
SGOD
colleagues for some advice. Upon learning about Teacher area of human resources
April’s struggles, the head teacher found it necessary to development.
provide a classroom management training for teachers.
Teacher Michael is the schools’ DRRM Coordinator. He
prepares and submits situation reports to the SDO on any It was classified as SGOD since it
hazard affecting the school operations such as flood, SGOD
discusses Educational Facilities.
conflict, fire, among others, and provides real- time
updates to the SDO.
Teacher Angel, an English teacher, seeks help through
setting a pre- conference meeting with her Department Head Since the scenario described about
for her upcoming classroom observation. She wants to know CID Instructional Management Part, it
the best ways on how she can employ the indicators was considered as CID.
required in the Classroom Observation Tool (COT).
Teacher Melvin is assigned as the Room Examiner in the Since the scenario described about
conduct of the National Achievement Test. He checks if the CID Direct Instructional Supervision
Room Examiners adhere to the instructions in the
Part, it was considered as CID.
Examiner’s Handbook.
Guide for Mentors and Newly Hired Teachers
27
Optional Task: Reflection
2. Why should a teacher know who to approach in
Reflect and answer the following questions: 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?
28 The Teacher Induction Program - Core Course 5
Summary

• DepEd Order No. 52, s. 2015 identified

organizational actions that were taken on the
existing offices in the Department. It presents the
official organizational structure of the DepEd
Central, Regional, and Division Offices.
• The Central Office focuses on policy making,
standards-setting and overall leadership of the
department. The Regional Office provides overall
field leadership to schools’ divisions by setting
regional policy directions, standards, and
strategies consistent with the national framework
for the development and management of
programs and projects relevant to the
sociocultural context of the region. The Schools
Division Office manages basic education delivery,
and supervises schools and learning centers,
which are the direct implementers of educational
programs for learner development.
• It is important for newly hired teachers to be
familiar with the DepEd organizational strands
and the roles and functions of offices in different
structural levels (central, regional, and division
level) for them to have a better understanding
and appreciation of how the different offices work
together. It also helps teachers know which
offices are in charge of concerns that they may
encounter in the field.
Guide for Mentors and Newly Hired Teachers
29
 Session 4: The School Structure

Schools and Learning Centers (LCs) serve as frontline

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

30 The Teacher Induction Program - Core Course 5

 Organizational Structure of a Large Stand-alone Senior High School

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

DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of

Stand-alone and Integrated Public Senior High School (SHS)

Guide for Mentors and Newly Hired Teachers

31
Required Task 1: Policy Reading
Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational Structures and Staffing Patterns of
Stand- alone and Integrated Public Senior High School (SHS) and read the following scenarios to identify the services
provided and its function in the schools and learning centers. Determine the teaching or the non-teaching staff who does
the service portrayed.
You may access the DepEd Orders through this link:
DepEd Order No. 19, s. 2016: https://www.deped.gov.ph/orders/do-19-s-2016

Scenari Answers Feedback

o
Teacher Leo creates activities to make sure that Librarian/LRMDS The scenario
learners and teachers access the place where reading depicts a
materials and learning resources are kept. He also Coordinator Guidance Librarian/LRMDS
crafts a schedule of the classes that could visit the
place. He coordinates with the School Head for the
Coordinator's duties
Coordinator/Teacher Guidance and responsibilities.
selection, acquisition, organization, and maintenance of
reference and reading materials.
Counselor

Subject/Learning Area
Coordinator/ Department Head
Teacher Lorrine is handling a case of some Grade 7 Librarian/LRMDS Coordinator The scene portrays an
learners who were caught cheating by their adviser. She action by the
calls the attention of the parents and reports to them Guidance Coordinator/Teacher Guidance Counselor
what the learners did. Since it is the first incident, the in dealing with
learners are reprimanded and reminded of the cheating students.
Guidance Counselor
importance of honesty and of not cheating.

Subject/Learning Area
Coordinator/ Department Head
32 The Teacher Induction Program - Core Course 5
 Scenari Answer Feedback
o s
Teacher Steffi is conducting a career guidance and Librarian/LRMDS The scenario depicts a
advocacy seminar to Grade 12 learners focusing on the Subject/Learning Area
four exits envisioned for SHS graduates—namely, Coordinator Guidance Coordinator/
higher education, entrepreneurship, employment, or Department Head
middle-level skills development. Afterward, she gives duties and
Coordinator/Teacher
them a survey to answer on what they plan for their responsibilities.
career development after SHS.
Guidance Counselor

Subject/Learning Area Coordinator/

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

Coordinator Guidance

Counselor Administrative

Officer

Miss Rhea prepares the receipt, issuance, Librarian/LRMDS Miss Rhea's actions
maintenance, and safekeeping of supplies, materials, portrayed the school's
and equipment and other properties and facilities of the Coordinator School Nurse Property Custodian
school. She also conducts and maintains the inventory duties and obligations.
of properties and prepares the required reports for the Property Custodian
School Head’s reference.v
Feeding Program Coordinator
Guide for Mentors and Newly Hired Teachers
33
Key Topic 5: School-based
Management (SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable them
to actively participate in the
continuous improvement of schools
towards the attainment of higher
pupil/student learning outcomes.
With SBM, the school is regarded
as a key provider of education. The
SBM empowers the school’s key
officials to make informed and
localized decisions based on their
unique needs toward improving our
educational system (DepEd Memo
no. 386, s. 2009).
34 The Teacher Induction Program - Core Course 5
Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider
school community, it is important to involve learners,
parents, and other stakeholders in identifying and
resolving issues and concerns in the school
community. Discuss how you can help in each
scenario and involve some key personnel who can
help you resolve the following challenges.
Scenario 1
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a
bullying incident that you are not aware of. She was
very angry and disappointed about what happened
because the incident was not addressed and
resolved properly. Her daughter is still afraid and
decided not to go to school that day. The incident
happened during Science time because the teacher
was late to enter the class. You also had other
classes to attend to and had no chance to meet your
advisory class during that time. Who should you seek
help to?

Guide for Mentors and Newly Hired Teachers

35
 Scenario 3
Lito, the class president of your advisory class, was elected
as the president of the Supreme Student Government
Sce
(SSG). After three months, his subject teachers are having
nari
trouble with his class standing because of his frequent
o2
absences and non-submission of required written and
Teacher Mary Ann, a fellow teacher whom you performance tasks. Lito is getting overwhelmed with the
consider a friend, messaged you on Facebook various school activities he manages. What are you going
and told you that she will be absent tomorrow. to do as the adviser?
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?
36 The Teacher Induction Program - Core Course 5
 Key Topic 1: Adoption of
Session 5: Common/Standardized School School Forms and
Forms Standardization of Permanent
Records

Required Task 1: Preliminary Activity

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

• Writing Activities SHS – Senior High

• Quizzes 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
 Answer only Very Needs
Standardized School Forms if teaching Familiar Familiar Further
in… Information
School Form (SF) 1 – School Register ES, JHS, SHS /
SF2 – Daily Attendance Report of Learners ES, JHS, SHS /
SF3 – Books Issued and Returned ES, JHS, SHS /
SF4 – Monthly Learner’s Movement and Attendance ES, JHS, SHS /
SF5 – Report on Promotion and Learning Progress and K, ES, JHS /
Achievement
SF5A – End of Semester and School Year Learner Status SHS /
SF5B – List of Learners with Complete SHS Requirements SHS /
SF6 – Summarized Report on Promotion ES, JHS, SHS /
SF7 – School Personnel and Assignment List and Basic ES, JHS, SHS /
Profile
SF8 – Learner’s Basic Health and Nutrition Report K, ES, JHS, SHS /
SF9 – Learner’s Progress Report Card ES, JHS, SHS /
SF10 – Learner’s Permanent Record ES, JHS, SHS /
(Answers vary. The answers can be used by the mentor to help the mentee/newly-hired teacher about the school form/s
he/she is unfamiliar with.)
38 The Teacher Induction Program - Core Course 5
 Required Task 2: Reading
Key Topic 2: The K to 12 and the New Standardized
School Forms Read DO 58, s. 2017 – Adoption of New
School Forms for Kindergarten, Senior High
School, Alternative Learning System, Health
With the nationwide implementation of the K to12 Basic Education and Nutrition and Standardization of
Program, particularly of Senior High School (SHS), and the Permanent Records. (URL, hyperlink)
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 Key Topic 3: School Forms
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 The set of modified school forms provides
delivering basic education (particularly Kindergarten, SHS, and ALS) information that are significant in planning,
and standardizes the forms for the learners’ health and nutrition and
resource allocation, and performance
permanent records.
monitoring and evaluation. The use of these
forms is mandatory in all public schools.
This set of new, standardized school forms provide significant
information that is valuable in making evidence-based assessment, You should become familiar with the following
planning, resource allocation, performance monitoring and School Forms and their descriptions, codes,
evaluation. The use of these forms in all public schools is and, where applicable, Grade Levels as
mandatory. No other forms will be used as official documents in stipulated in DepEd Order 58, s.2020.
public schools nationwide unless approved (DO 58, s. 2017).
Guide for Mentors and Newly Hired Teachers
39
 SCHOOL FORM DESCRIPTIO CODE GRADE
N LEVEL
School Form 1 – School Register A list of learners who are officially enrolled and SF1 ES, JHS
attending classes
SF1-SHS SHS
School Form 2 – Learner Daily A list of the learners’ daily attendance SF2 ES, JHS
Attendance Report
SF2-SHS SHS
School Form 3 – Books Issued and A list of books and other reading materials issued to the SF3 ES, JHS
Returned learners, and returned to the issuing authority
SF3-SHS SHS
School Form 4 – Monthly Learners Summary number of learners who moved in/out of the SF4 ES, JHS
Movement and Attendance Report school during the month
SF4-SHS SHS
School Form 5 – Report on Promotion A list of the learners’ academic performance SF5-K K
and and result of assessment by the end of the
Level of Proficiency school year SF5 ES, JHS
School Form 5A – End of Semester and A list of the learners’ academic performance
SF5A-SHS SHS
School Year Learner Status and result of assessment by the end of the
semester and school year
School Form 5B – List of Learners A list of Grade 12 learners who completed SHS
SF5B-SHS SHS
with complete SHS Requirements requirements and are candidates for graduation
School Form 6 – Summarized Report Summary number of learner status by the end of the SF6 ES, JHS
on semester and/or school year
Promotion and Level of Proficiency SF6-SHS SHS
School Form 7 – School Personnel A list of the school personnel’s profile and official duty, SF ES, JHS
Assignment such as 7
List and Basic Profile teaching assignments, ancillary responsibilities, etc.
SF7-SHS SHS
School Form 8 – Learner’s Basic Health A record of learner’s health and nutritional assessment SF8 K, ES, JHS
and Nutrition Report
SF8-SHS SHS
40 The Teacher Induction Program - Core Course 5
 SCHOOL FORM DESCRIPTIO CODE GRADE
N LEVEL
School Form 9 – Learner’s Progress An individual, periodic report of a learner’s academic SF9 -ES ES
Report Card achievement per grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s Permanent An individual record of a learner’s academic SF10-ES ES
Academic Record achievement per level
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) A list of potential ALS learners identified during the
AF1 -
Form 1 – List of Mapped and Potential mapping
Learners Activities
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified
AF2 -
interest to
enroll in ALS Program
ALS Form 3 – Master List of Enrolled A record of learners who are officially enrolled in ALS
Learners and End of Program classes and their individual assessment status at the -
Assessment end of the program for the calendar year. AF
3
ALS Form 4 – Master List of A& E A list of candidates qualified to take the A & E
AF4 -
Registrants accreditation and
equivalency exam.
ALS Form 5 – Learner’s Permanent A record of learners’ basic personal profile and learning
AF5 -
Record Performance
Guide for Mentors and Newly Hired Teachers
41
Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.

Situation Answers Feedback

s
Teacher Joanne is a newly hired substitute
teacher. She received a letter that a school The SF3 form is a record of books obtained by
stakeholder would like to know what reading SF 3 students that must be retrieved at the end of the
materials are needed in her class. In order to
school year.
identify the learning areas which have limited
books, what school form shall she consult?
Mrs. Anne, a parent, came to Teacher
Danica, a teacher-adviser, complaining for
the remarks given in the report card (SF10), You must present the SF2, which contains the
“It would be helpful if you come to school on attendance record of your class, which can be your
SF2
a regular basis,” the parent complained that evidence regarding on that student who received a
her child never got absent from class. What remark on his or her SF10.
school form should you refer to as an
evidence to support the remarks on SF10?
Teacher Nico is having trouble in finding
school stakeholders that could help her class To persuade a stakeholder, you must provide your
in the feeding program. The majority of her class's SF8, which has a record of your students' BMI,
SF8
learners have aBody Mass Index (BMI) in order to determine the students' needs help so they
outside the healthy range. What school form will be included on the feeding program.
informed her about this?
Parents need to be regularly informed of their Ascertain that the SF9, or learner's report card, was
child’s academic achievement but you failed SF9 updated on a regular schedule, and that the learner's
to inform them. What school form was not
parent was kept informed.
properly issued?
Jeanne Therese, a Grade 4 student, was
accidentally hit by a car outside the school Because the incident occurred outside of school, you
during class hour. You were given a are not responsible for your students; however, you
complaint of negligence on your part as a SF2 must produce the SF2, which contains your class's
teacher. You explained that the child was attendance record and may serve as proof that the
absent in class that day. What school form student was absent that day.
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 SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Needed
School Name and ID / / / / / / / / / /

District/Division/Region / / / / / / / / / /

Name of Adviser / / / / / / / / /

Final Rating / /

LRN / / / /

Nutritional Status /

Nature of Appointment/ Employment /

Status

End of School Year Status / / / / / / / / / /

Registered Learner as of End of the Month / /

Book/Module Title /
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 Forms to be Answer

Needed used
AF3 refers to a record
1. Official lists of learners enrolled in ALS of learners who are
AF3
officially enrolled in
ALS classes
AF2 refers to a Basic
2. Basic information of individuals who signified interest to enroll in information sheet of
ALS AF2 individuals who
signified interest to
enroll in ALS
AF1 is refers a to list of
3. Record of learners after the mapping activity done in community AF1 mapped learners
AF5 refer to a learners
4. Report of learners’ learning progress AF5 progress and
permanent record
5. List of candidates qualified to take the Accreditation & AF4 refers to List of
Equivalency AF4 candidates qualified to
Test 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.
44 The Teacher Induction Program - Core Course 5
Summary

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

learners in elementary level (Grades 1 to 6), junior high
school level (Grades 7 to 10), and Senior High School
(Grades 11 and 12). SF3 captures information related to
learner materials distribution and SF7 collects information
about each school personnel’s current official duty or
teaching assignments. SF9 is the Progress Report Card
and SF10 is the permanent record. Only SFs 5 and 8 are
prepared in the Kindergarten level.
Guide for Mentors and Newly Hired Teachers
45
 Session 6: Preparation and Checking of School Forms
Optional Task: Preliminary Activity
With your knowledge of the school forms being prepared by the advisers, key personnel, and the school head, describe how
you can be accountable, reliable, efficient, and accurate as a teacher and as one who handles, prepares, and checks data.

Accountability Reliability

Efficiency Accuracy

46 The Teacher Induction Program - Core Course 5

Key Topic 1: Preparation and Checking of
School Forms

The preparation and checking of school forms,

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

Anchored on the principles of accountability, accuracy

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

Required Task 1: Reading

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

Required Task 2: True or False.

Write TRUE if the statement is correct and FALSE if
incorrect. If FALSE, determine the reason/s why the
statement is incorrect.
Guide for Mentors and Newly Hired Teachers
47
 Question Answers Feedback
s
Teacher Jopay, a Grade 1 teacher,
prepared She must attach the needed
2 copies of SF10-ES without attaching FALSE supporting documents to validate
any documents for the checking of her the information on the SF10
forms.
Teacher Rochelle, a Grade 7 class
adviser, could not encode the SF10-JHS Sf10 is the learners permanent
of one of her learners because of the record the absences should be
FALSE
absence of SF10-ES as the attachment. recorded on the SF2 – Daily
Attendance Report of Learners

Aira finished the Grade 8 level and

would like to continue her studies in the The transaction should be teacher
same school. She asked for her SF10 to teacher on the said school or it
FALSE
and would like to submit it to her can be also endorsed by the
soon-to-be adviser. record keeper.

Che-che transferred out to continue The transaction of SF10should be

Grade 11 to another school, she needs school to school. She was only be
to bring a photocopy of her SF10. FALSE able to bring a certificate of
enrollment as a proof that she
enrolled as a grade 11 student.
Upon the receipt of the written request,
Teacher Mia, the designated
record-keeper of the school, prepared
the pertinent documents of the learner TRUE
and sent it to the requesting school.

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

48 The Teacher Induction Program - Core Course 5
Tasks of the Class Adviser
• At the beginning of the SY, collect supporting
documents (PSA Birth Certificate, Baptismal
Certificate or any equivalent document) to
establish the identity of each learner assigned to
his/her advisory class
• If the learner came from another school,
coordinate the transfer of the Learner’s
Permanent Academic Record and validate its
authenticity
• Observe due diligence in encoding the learner’s
basic information into the LIS to avoid issues in
data accuracy and reliability
• After encoding all learner information in the LIS,
generate SF1 (serve as the official enrolment list
and as reference in any other reporting) using
your system account
• Download SF2 from the LIS with pre-loaded
names of learners and forward to the school
head for assessment, consolidation, and
preparation of SF4
• At the end of the SY, once the computation of
final rating for each learning area is done,
transfer these grades from your class record into
SF10 as the basis for updating each learner’s
status (promoted, conditionally promoted or
retained) in the LIS
• SFs 5 and 6 for your class can be generated from
the LIS using the school level access accounts.
• These four (4) SFs (SF1, SF4-February & March,
SF5 and SF6) generated from the LIS shall be
the focus of checking and should be supported
by the appropriate documents.
• For graduating/moving up levels (Kinder, Grades
6, 10, & 12), prepare awards and/or certificates
and check against the SF1 for consistency.
Guide for Mentors and Newly Hired Teachers
49
 Fig. 4. Focus Areas of Checking and Means of Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

50 The Teacher Induction Program - Core Course 5

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

Guide for Mentors and Newly Hired Teachers

51
Required Task 2: Interview
Conduct an interview with at least two teachers who
have been in the profession for five years or more and
ask what they think, feel, and do before, during, and
after reading and checking the forms. Write your findings
in bullet form.

BEFORE DURING AFTER

Assure that the formula

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

FEEL Pressured Learning Relieve

Input the data with

DO Prepare the data Correct all the data error
accuracy
52 The Teacher Induction Program - Core Course 5
Summary

References (Documents to Output (Reports/Forms to

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

Familiarity with DepEd forms is crucial in order to

efficiently accomplish forms that are mandated by the
Department. No other forms will be used as official
documents in public schools unless approved by the
Office of the Undersecretary for Planning and Field
Operations.
Guide for Mentors and Newly Hired Teachers
53
Required Task 3: Quiz
True or False. Indicate whether the following statements are true or false.

Statement Answer Feedbac

s s k
1. At the end of the school year, a
kindergarten teacher will prepare a FALSE It should be SF9- Learners’ progress report.
report on learners’ progress to
inform parents using SF10.
2. Information in the SF1 is consistent
with TRUE
what is written in the Birth
Certificate.
3. The List of Graduates and
documents/ reports in relation to the TRUE
ranking of honors shall be prepared
and checked.
4. The learner’s academic records shall
The basis should be SF1 which refers to
be the basis of the adviser for FALSE School Register
enrolling or validating the said
learner in the LIS.
5. SF 2 is the official enrollment list of
the class and shall be used as The reference should be SF1 which refers to
reference in any other reporting FALSE School Register
that requires the list of officially
enrolled learners.
54 The Teacher Induction Program - Core Course 5
 • Kindergarten education shall mean
Suggested Additional Readings 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 • Elementary education refers to the
public and private schools, learning centers and other education second stage of compulsory basic
service providers. It is a web-based system designed to enhance education which is composed of six
information management at all levels of the education system (6) years. The entrant age to this level
(school, division, region and national levels) through streamlined is typically six (6) years old.
processes and use of information and communication technologies. • Secondary education refers to the
It aims to deliver relevant and accurate information to school heads, third stage of compulsory basic
education managers, policy makers and various stakeholders of the education. It consists of four (4) years
education system. Visit http://lis.deped.gov.ph/ and http:// of junior high school education and
ebeis.deped.gov.ph/ two (2) years of senior high school
The BEIS provides information for planning, quality assurance, education. The entrant age to the
monitoring & evaluation and other decision- making activities at all junior and senior high school levels
levels of the education system. are typically twelve (12) and sixteen
(16) years old, respectively.
• There are other teaching and
Additional Task: Seek the help of the School LIS non-teaching personnel that work
Coordinator and get started with LIS. together to meet the needs of
learners and the wider school
community. Knowledge of the specific
roles and functions of each personnel
Summary helps newly hired teachers know who
to approach to seek support and
guidance especially in their early
• The school is an educational institution, private and public, years of teaching.
undertaking educational operation with a specific age-group
• School-based Management (SBM)
of learners pursuing a set curriculum and receiving
transfers decision-making authority
instruction from teachers. It is usually located in a school from the central and district
building/s in a particular physical or cyber site. authorities to the school community
and school leaders to create
significant changes in improving
education within their local context.
Guide for Mentors and Newly Hired Teachers
55
 Required Resources
Module 2 – Relevant Laws for
Teachers
• PRC Resolution No. 435, s. 1997 on Code of Ethics for
Intended Module Learning Outcomes Professional Teachers
At the end of this module, you should be able to: • Republic Act No. 4670 on The Magna Carta for
Public School Teachers
1. cite specific provisions in the laws
that are applicable to specific • Republic Act No. 10627 on Anti-Bullying Act of
2013
scenarios in the field;

2. identify practices that uphold the dignity of

teaching as a profession;
3. develop practices that promote fairness,
respect, and care; and
4. appropriately respond to scenarios in the
field
dealing with education stakeholders.

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

Estimated Time Required:

3 hours Required Task:
• Policy reading
• Scenario analysis
• Case study
• Reflections
• LAC sessions
56 The Teacher Induction Program - Core Course 5
 Who is covered under the Magna Carta?
Session 1: Magna Carta for Public School The Act applies to all public-school teachers
Teachers except those in the professorial staff of state
colleges and universities.
Key Topic 1: Republic Act No. 4670
Did you know? As used in the Act, the term “teacher” shall
mean all persons engaged in classroom
Magna Carta translates to “The Great Charter.” The term is used to teaching, in any level of instruction on
refer to the charter of English liberties granted by King John on June full-time basis, including:
15, 1215 (Stenton, 2020). It is one of the most important documents
● guidance counselors
in history as it established the principle that everyone is subject to
the law, even the king, and guarantees the rights of individuals, the ● school librarians
right to justice, and the right to a fair trial (Eleftheriou-Smith, 2015).
The Magna Carta for Public School Teachers aims to improve the ● industrial arts or vocational instructors
social and economic status of public school teachers in basic ● and all other persons performing
education, their living and working conditions, employment, and supervisory and/ or administrative
career prospects. functions in all schools, colleges, and
universities operated by the
As teachers’ efforts are being recognized in building the nation, a
Government or its political
law was passed to look after the welfare of the public-school
subdivisions
teachers and to promote, improve, and secure the professional
rights of a teacher—known to be the RA No. 4670 or the Magna but shall not include:
Carta for Public School Teachers.
● 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.

Input/Response from the

Topic and Page number Queries/Points for
Mentor/s or from the LAC
Clarification
session
When possible, the proper authorities
Section 11, page should make every effort to allow
Could I be in the same school as my husband/
married couples who are both public
first degree family member?
Provision for Married Teachers school teachers to work in the same
area.
Teachers must have academic
independence in carrying out their
professional responsibilities, notably
Am I allowed to study without informing
Section 12, Academic Freedom in terms of teaching and classroom
my working school?
approaches without informing
anybody or asking for permission
from anyone.
Any teacher engaged in actual
classroom instruction shall not be
required to render more than six hours
of actual classroom teaching per day,
which shall be scheduled to allow him
time to prepare and correct exercises
Am I required to go to my working school and other work incidental to his
Section 13, Teaching Hours
at 7am to 4pm? normal teaching duties: Provided,
however, that where the exigencies of
the service so require, any teacher
may be required to render more than
six hours but not more than eight
hours of actual classroom teaching per
day.
58 The Teacher Induction Program - Core Course 5
Required Task 2: Case Study
Read the following cases with your mentor. Use the Magna Carta for Public School Teacher as a tool to navigate and solve the
problems in the given scenario:

Related Provisions in How should the matter

Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 1: Teacher Ana is Teacher Ana was active in Sec. 8. Safeguards in Teacher Ana and
a Science teacher in a postering variety of Disciplinary Procedure. Teacher Jurado should
Senior High School and has learning strategies to (D. The right to appeal discuss the issue tother
been very active in fostering engage her learners but to clearly designated with their principal as
a variety of learning suddenly Teacher Jurado authorities. ) the moderator for the
strategies to engage her
found her teaching conversation between
learners in learning their
topics. She would mostly ask
techniques quite them. After allowing
her learners to do outdoor disturbing. them to state their
activities, explore the opinion principal should
surroundings and come up advice both of them to
with hypotheses related to be considerate on
their topic. Teacher Jurado, acknowledging each of
the 53-year- old Grade Level their capabilities and
Chair, found this teaching even learn from each
technique of Teacher Ana
other. Teachers must
Castro quite disturbing since
he believed that Science
consider others
could be better learned whenever they are
through experiments within teaching to avoid
laboratories and disturbing others.
paper-and-pencil exams. He
raised this concern to the
principal and has asked
Teacher Castro to explain
her side of the matter.
Guide for Mentors and Newly Hired Teachers
59
 Related Provisions in How should the matter
Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 2: Teacher Teacher Connie's Sec. 8. Safeguards in Superiors at the school
Connie was a co-teacher, who was just Disciplinary Procedure. should conduct a seminar
newly-assigned English next to her classroom, was Every teacher shall enjoy to reignite teachers'
public school teacher in not managing the class equitable safeguards at each enthusiasm for teaching
Mataas na Nayon High well and was unconcerned stage of any disciplinary while also introducing new
School, and as she started about her students' procedure and shall have: methods of inspiring and
to adapt in the new setting misbehavior. This would (D. The right to appeal to managing the classroom.
of the school, she noticed have an impact on Teacher clearly designated They must also speak with
something in one of the Connie's class. authorities. ) the concerned teachers,
more seasoned teachers in offering suggestions and
the same department instructions to ensure that
whose classroom is just the teaching and learning
next to her. Most of the process is improved.
time, she would observe the
teacher to be giving short
discussions among her
learners and would leave
them to do their own thing
while she also sat on the
teacher’s chair scrolling her
phone, not minding how the
class is misbehaving. In
turn, this would affect the
class of Teacher Connie as
the learners in the next
classroom would tend to be
noisy. When she could no
longer keep her frustration,
she went to the classroom
of her co- teacher and
gently confronted her about
the situation. Then, the
other teacher answered,
“Well, this is how I wanted
to teach, I have the
academic freedom to utilize
my time no matter how I
 want it. You should try it,
too” and left Teacher Connie
dumbfounded.

60 The Teacher Induction Program - Core Course 5

 Related Provisions in How should the matter
Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 3: Teacher Teacher Antonio was Sec. 12. Academic Teacher Antonio should
Antonio is an Araling asking to set an Freedom. be able to use academic
Panlipunan Teacher in appointment with the Sec. 24. Study Leave autonomy in carrying
public high school for 5 regent of the university out his professional
years. He is taking up his to enroll himself for the responsibilities,
Master’s Degree in
final term to finish particularly in terms of
Demographics and now in
his final year to finish the
Master’s Degree teaching and classroom
program. He would only thinking that he will be methods. The principal
need to complete his Thesis given the Study Leave must grant Teacher
Study to fully graduate from Allowance by the Antonio's request and
the program. He asked to school. provide the necessary
set an appointment with the documentation and
regent of the university to records, since it is his
enroll himself for the final right and will benefit
term thinking that he will
their school.
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 Teacher Sareemah was a Sec. 27. Freedom to Teachers in public schools
Sareemah moved from muslim who wished to Organize. have the freedom to form
Mindanao to Pampanga and practice her costoms as a and join organizations of
was successfully employed muslim, but the Grade their choice, whether local
to teach in a public school. or national, to develop and
level coordinator gave
Rooted in her Islam culture defend their interests
her a class schedule that without prior
and tradition, Teacher
Sareemah wishes to
conflicts with her prayer authorization. Teacher
practice her customs as a time at Duhor (midday). Sareemah must inform
Muslim, like not eating pork, both her Principal and
wearing her hijab when Grade Level Coordinator
going to school, and praying and ask if it is possible to
five times a day. However, consider her religious
at the beginning of the beliefs when making a
school year, she realized schedule.
that the Grade Level
Coordinator gave her a
class schedule that
conflicts with her prayer
time at Duhor (midday).

Guide for Mentors and Newly Hired Teachers

61
 Related Provisions in How should the matter
Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 5: Teacher Alonzo Teacher Sareemah was a Sec. 27. Freedom to Teachers in public
saw his photo being shared muslim who wished to Organize. schools have the
in social media by one of
practice her costoms as a freedom to form and
the influential TV programs
that hails itself as the muslim, but the Grade join organizations of
program that gives justice to level coordinator gave her their choice, whether
the poor and a class schedule that local or national, to
disadvantaged. As he
clicked the link of the
conflicts with her prayer develop and defend their
program, there on his time at Duhor (midday). interests without prior
screen was the interview authorization. Teacher
with one of his learners who
Sareemah must inform
told the host that her
teacher, pertaining to both her Principal and
Teacher Alonzo, didn’t give Grade Level
her the chance to make up Coordinator and ask if it
for all her missed quizzes
is possible to consider
and was ridiculed by him in
front of the class. Knowing her religious beliefs
the truth, Teacher Alonzo when making a
was enraged by the false schedule.
accusations of the student
until he received a call from
his principal and asked him
to explain the matter to his
office since they are being
pressured by the TV
program to give his
statement.

62 The Teacher Induction Program - Core Course 5

 Related Provisions in How should the matter
Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 6: After strong They created an Sec. 27. Freedom to Teachers at public
typhoons that caused organization that Organize. schools have the
multiple damages on the
promotes helping the freedom to form and
production of the
commodities in their area families affected by the join groups of their
farmed and tilled by the typhoon and able to choice, whether local or
parents of the learners of raise more than national, to advance and
Teacher Carla, she felt
compelled to do something
P100,00O which is more protect their interests
to help them, particularly in than enough to help their without prior
providing for their essential target number of authorization. This
needs. But as she checked
families. implies that their
on her funds, she realized
that it would not even She even encouraged response to the
suffice for the needs of her co-teachers to typhoon's victims was
three families, so she participate on the pond both appropriate and
thought hard and looked
into her social media about
raising and utilize the brilliant. They might
some relief operations being power of social media. also utilize it to attract
done by organizing a additional stakeholders
donation fund. After this, to their school, which
she immediately messaged
her co-teachers who are could be beneficial to
also living within the area their educational
and asked them to initiatives.
contribute. Until eventually,
they were able to come up
with a group name, created
an announcement banner
which they posted on their
social media accounts, and
started to reach out to
different individuals and
organizations to help them
in their cause. At the end of
their target date, they were
able to raise more than PhP
100,000.00, which they
utilized in buying the needs
of more than 50 farmers
and their families.

Guide for Mentors and Newly Hired Teachers

63
 Related Provisions in How should the matter
Scenari Issues and concerns
the Magna Carta be properly
o
resolved?
Scenario 7: Teacher Teacher Justine felt Sec. 25. Indefinite Leave. Teachers in public
Justine is excited about uneasy and troubled schools are not required
giving birth to her first baby
because she was worried to work during vacation;
as a public-school teacher
for just over three years in that she won’t be able to nevertheless, in the case
Macalintal National Science avail the full benefits of of Teacher Justine, it
High School. She is in the maternity leave since she may be favorable that
third trimester of her
pregnancy and is expecting
gave birth during the she gave birth before her
to give birth in the month of vacation season, which due date, as she may
June, which she thought is was prior on her target utilize the vacation days
the perfect time to use her
date to use her maternity to heal properly and then
maternity leave and avail its
full benefits. However, due leave. enjoy her paid maternity
to some pregnancy issues, leave without reporting
she started to feel labor to her school. If she
contractions early May,
which is still technically part
manages to report on the
of the vacation season of first day of the school
the school. A few days after year in June, she may be
giving birth, Teacher Justine eligible for a double pay
felt uneasy and troubled
because she was worried income for the month of
that she won’t be able to May.
avail the full benefits of
maternity leave due to the
fact that she gave birth
during the vacation season.

64 The Teacher Induction Program - Core Course 5

Required Task 3:
LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master
Teacher or an invited external resource persons can conduct the LAC session)
see: DO_ s2016_035.pdf (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 Implications for your professional Notes from the LAC session
Carta for duties as a teacher
Public School
Teachers
1. Section 13. Teaching Hours. Any This section on Magna Carta for Public School Any teacher engaged in actual classroom
teacher engaged in actual classroom Teachers has the following implications for my instruction shall not be required to render more
instruction shall not be required to 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
render more than 6 hours of actual
even settle all my ancillaries to maintain a healthy to prepare and correct exercises and other work
classroom teaching per day.
routine as a teacher. This also assists me in dealing incidental to his normal teaching duties:
Provided, however, that where the with other issues such as family matters and Provided, however, that where the exigencies of
exigencies of the service so require, others. The teaching and learning process can also the service so require, any teacher may be
any teacher may be required to be simplified if we employ tactics that promote required to render more than six hours but not
render more than 6 hours, but not learning. more than eight hours of actual classroom
exceeding 8 hours of actual teaching teaching per day.
hours a day.
2. Section 10. No Discrimination. Despite the fact that I am a professional teacher, I There should be no prejudice in entering the
There shall be no discrimination (i.e., am free to practice my religious and cultural teaching profession, practicing it, or terminating
gender, cultural, religious, disability, views. Because there are no limitations, we may it based on anything other than professional
etc.) whatsoever in the entrance to be able to apply our strengths and expertise in considerations.
teaching.
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. We may organize an organization to assist us in Teachers in public schools must have the
Public school teachers shall have meeting the needs of our students, as well as the freedom to form and join organizations of their
the right to freely and without school and its surroundings. Promotes activities choice, whether local or national, to develop and
previous authorization both to that will benefit both our students and ourselves as defend their interests without prior
instructors. authorization.
establish and to join organizations of
their choosing, whether local or
national to further and defend their
interests.

Guide for Mentors and Newly Hired Teachers

65
 Provisions in the Magna Carta for Public Implications for your Notes from the LAC
School Teachers professional duties as session
a teacher
4. Section 8. Safeguards in Disciplinary If necessary, we can defend our At each level of any disciplinary
Procedure. Every teacher shall enjoy equitable instructional methodologies and proceeding, every teacher is entitled to
safeguards at each stage of any disciplinary other techniques. When our the following protections:
procedure and shall have: profession is threatened, we have the
a. the right to have the charges written
right to defend ourselves.
a. the right to be informed, in writing, of the charges; down.
b. complete access to the case's
b. the right to full access to the evidence in the case; evidence.
c. the right to defend himself and be
c. the right to defend himself and to be defended defended by a representative of his
by a representative of his choice and/or by his choosing and/or by his organization,
organization, adequate time being given to the with sufficient time granted to the
teacher for the preparation of his defense; and teacher to prepare his defense; and
d. the ability to appeal to authorities
d. the right to appeal to clearly designated
who are clearly identified
authorities.
5. Section 24. Study Leave. In addition to the leave If the time comes for us to be Teachers in public schools will be
privileges now enjoyed by teachers in the public eligible for this type of leave, it will eligible to study leave of up to one
schools, they shall be entitled to study leave not be a huge aid in finishing our school year after seven years of service,
exceeding one school year after seven years of studies, which will greatly benefit in addition to the current leave
entitlements. Such leave will be given in
service. Such leave shall be granted in accordance us, as well as a benefit to the school
accordance with the Department of
with a schedule set by the Department of Education. when we return to teach. Education's timetable. Teachers shall be
During the period of such leave, the teachers shall be entitled to at least 60% of their monthly
entitled to at least sixty per cent of their monthly salary during the period of such leave;
salary: Provided, however, That no teacher shall be provided, however, that no teacher shall
allowed to accumulate more than one year study be allowed to accumulate more than one
leave, unless he needs an additional semester to year of study leave unless he requires an
finish his thesis for a graduate study in education or additional semester to complete his
allied courses: Provided, further, That no thesis for a graduate study in education
compensation shall be due the teacher after the first or allied courses; and provided, further,
year of such leave. In all cases, the study leave period that no compensation shall be due to the
shall be counted for seniority and pension purposes. teacher after the first year of such leave.
66 The Teacher Induction Program - Core Course 5
Summary

1. The Magna Carta for Public School Teachers

intends to promote and improve the teachers’:

● social and economic status

● living and working conditions

● terms of employment

● career prospects

2. This Act aims to:

● compare the teaching profession favorably

with existing opportunities in other walks
of life

● attract and retain in the teaching profession

more people with the proper qualifications

3. It is recognized that advancement in education

depends on the qualifications and ability of the
teaching staff.

4. Education is respected to be an essential factor in

the economic growth of the nation as a productive
investment of vital importance.
5. Knowing and understanding the relevant laws in
education will provide an insight and guidance
into the rights and responsibilities in practicing
your professional duties as a public school
teacher.
Guide for Mentors and Newly Hired Teachers
67
 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
Session 2: The Code of done, discuss this topic with your mentor.
Ethics for Professional
Teachers
Key Topic 1: Code of Ethics for
Professional Teachers

The Code of Ethics for Professional Teachers

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

68 The Teacher Induction Program - Core Course 5

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

As mandated in the Code of Ethics for Professional

Teachers, you have the responsibility to interact positively
with parents, community members, and other
stakeholders in the school. Communication with parents
must be conducted regularly and be kept professional
and free from arguments. If you have an issue with
parents, community members, or stakeholders, it must be
presented during meetings and conferences. As a
teacher, you must recognize that education is a public
service. Strive to keep the public informed of the
programs, projects, and activities of the school.

Scenario 2:
Teacher Ronnie has been teaching for the last five (5)
years in a public elementary school. Every time his
principal asked him to attend a training, he would always
decline and give several reasons and alibis why he
couldn’t attend. What possible actions should be done by
the school if he continuously refuses?
Guide for Mentors and Newly Hired Teachers
69
Scenario 3:
Malaban National High School is scheduled to hold its
Reading Camp on a Saturday. Teacher Dina, who is
enrolled in a Master’s degree program, informed the
principal that she could not make it as she needs to take
her comprehensive examination. Prior to the school’s
Reading Camp, Teacher Dina already expressed her
intent to take a leave from the Reading Camp. The
principal also knew that she has classes every Saturday.
However, due to the work demands of the Reading
Camp preparations, she requested Teacher Dina to
render her service on that day. The School Head told her
that she could help her get permission from the university
to take a leave and reschedule her comprehensive
examination. Choose the best answer in the scenario
below.
70 The Teacher Induction Program - Core Course 5
 Promp Answer Feedback
t
If you were in the situation of Teacher Dina, Think of the most plausible solution that
what would you do? could be equally beneficial to both parties.
The school principal has the authority to
a. I will just pronounce my absence decide which options are best in a particular
during the Reading Camp without situation. In the same way, as a proactive
having the principal’s permission. teacher, present options that align with your
values as educators and find a common
b. I will follow the advice of my principal ground.
and request for an excuse letter that I
can give to the university.

D
c. I will negotiate with the principal and (refer to Article VII Section 1 and Section 3 of
tell her that I need to take the the Code of Ethics for Professional Teachers)
examination in order to proceed to my
master’s thesis. In exchange, I will
offer to render extra service in lieu of
the day when I can’t render service.

d. I will negotiate with the principal and

tell her that I need to take the
examination. To recompense my
absence, I will offer to invite an
external resource person that could
help in the success of the Reading
Camp.

Guide for Mentors and Newly Hired Teachers

71
 Promp Answer Feedback
t
Which of the following provisions in the Code
of Ethics for Professional Teachers covers
the particular scenario?

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

c. Preamble

d. Section 6 of Article II

72 The Teacher Induction Program - Core Course 5

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

Provisions in the Code of Ethics Implications for your Notes from the LAC
for Professional Teachers professional duties as a session
teacher
To maintain a healthy habit, you must examine and Teachers are not required to provide more than six hours
Scenario 1: Teacher Suzette is a new teacher manage your time effectively. If necessary, you may of real classroom instruction each day, according to the
in Mapayapa High School and was appointed enlist the assistance of your coworkers to fulfill your Code of Ethics for Professional Teachers, any teacher
as the Campus Journalism advisor while also 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
handling a Grade 9 advisory class. She always provide more than six hours of real classroom
arrives early for her morning classes and instruction each day, according to the Code of Ethics
leaves school late in the afternoon to finish for Professional Teachers, therefore you must manage
your time to prevent leaving the school late and
coaching student- journalists. Her mentors and maybe disturbing your coworkers.
colleagues always remind her that she should
work smartly and avoid staying at school very
late.
After the discussion about the graduation ceremony, Any teacher engaged in actual classroom instruction shall
Scenario 2: Teacher Arthur is a first-year
Teacher Arthur may go to his students' party to not be required to render more than six hours of actual
HUMSS teacher who teaches primarily Grade celebrate their graduation. For the meeting to be only classroom teaching per day, which shall be scheduled to
12 learners. At the end of the year, several of a few hours, instructors will not be needed to work allow him time to prepare and correct exercises and other
for more than six hours, and if they are asked to stay work incidental to his normal teaching duties: Provided,
the seniors invited him to a graduation party longer, it will only be for a few hours. Principals are however, that where the exigencies of the service so
including some teachers. His students wanted constantly mindful of the rules concerning working require, any teacher may be required to render more than
their teachers to join the party to celebrate the hours. six hours but not more than eight hours of actual
classroom teaching per day.
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.
Larry, the teacher, may be able to pursue other jobs to Co-curricular and out-of-school activities, as well as any
Scenario 3: Teacher Larry is a Grade 10 supplement his family's income. He must recommend other activities outside of what is defined as a teacher's
Science teacher. He had been struggling a buddy who is capable of tutoring the pupil. And, if normal duties, shall be compensated at least 25% of his
financially since her wife’s deposition from he truly intended to aid the student, he may provide a regular remuneration after the teacher has completed at
remedial session and examination for those who had a least six hours of actual classroom teaching per day,
work. The parents of one of his students asked poor grade on the quarterly exam. Co-curricula and notwithstanding any provision of existing law to the
Teacher Larry to tutor their daughter since they out-of-school activities, as well as any other activities contrary.
found out that she failed her periodical exam. outside of what is defined as normal duties of any
teacher, shall be paid an additional compensation of
However, the School Head stressed that at least 25% of his regular remuneration after the
teachers should not offer tutoring services to teacher has completed at least six hours of work,
their learners for remuneration. 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 Implications for your Notes from the LAC
for Professional Teachers professional duties as a session
teacher
Scenario 4: Teacher Eli, a 55-year-old Grade 11 Teacher Eli should not use her Students can only be involved in
English teacher had been struggling with her position as a teacher to persuade business if the instructor and school
finances for the previous months since she had students to buy her products; have followed the proper procedure
applied for a loan which she used for her health instead, she should follow the for collaboration. A teacher may only
maintenance and the renovations of their school's existing rules if such provide services that are connected to
house. Finding herself in the difficult situation, behavior is prohibited, and on the learning process and is only
she had an idea of doing buy-and-sell to her the other hand, she should entitled to a 25% extra pay. And do
neighbors, but it did not suffice so she searched consider starting a new business not use your position to promote your
for other opportunities and she identified her that will not potentially ruin her business.
learners as one of her markets. Every 15 profession, particularly when
minutes before the end of class, she would bring students are involved. She could
out her rummage of items that she sells to just conduct her business outside
learners and would tell them that if they do not of the school after her duties on
buy at least 2 items, she will not give them a the school, so as not to
passing mark. And so, the learners buy her compromise her career.
items until one day, she has been reported by
one of the learners to the principal’s office and
was called up for interrogation.
Scenario 5: Raya was a slow learner in almost Teacher Reya must maintain a Maintain a healthy atmosphere to
all of the subject areas, especially Mathematics. healthy atmosphere for her your learners.
While discussing linear equations, her teacher students, which includes
called her up to answer one of the equations. preventing bullying. She should
She went close to the board trying her hardest to teach them not to laugh with
answer the calculations, but was not able to their classmates while they are
write the correct answer. When she presented doing their best. They must
her equation to her teacher, she saw her instead assist their classmates in
classmates laugh. She felt very embarrassed. 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.
74 The Teacher Induction Program - Core Course 5
 Required Task 2: Answer the following questions
Required Task: Pledge of Commitment (Portfolio Output)
Now that you are done reading and
analyzing the different provisions and
MY PLEDGE OF COMMITMENT articles specified in the Code of Ethics for
Professional Teachers, please share your
insights focusing
I, , of having on the learning that you gained from this session
and at the

been appointed to the position of same time, other information that you think is
solemnly swear that I will well and faithfully discharge necessary to understand the Code of Ethics.
to the best of my ability the duties of my present position and of all Discuss with your mentor.
others I may hereafter hold under the Republic of the Philippines,
that I will support and defend the Constitution of the Philippines, that
I will bear true faith and allegiance to the same that I will obey the
laws, legal orders and Decrees promulgated by the duly constituted
authorities of the Republic of the Philippines and that I impose this
obligation upon myself voluntary without mental reservation or
purpose of evasion.

SO, HELP ME GOD.

Guide for Mentors and Newly Hired Teachers
75
 What are your significant learnings? How will these learnings be of help to you as a
teacher?
As a result of teachers' contributions to the nation's The Magna Carta for Public School Teachers will aid us in
development, legislation was created to protect the our efforts to enhance our social and economic condition as

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

What other information related to the Code of Ethics do you want to know?
Please elaborate.
How will these learnings be of help to you as a teacher?
Teacher must model strong character traits , including perseverance ,honestly ,respect,lawfulness,fairness patience and

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.

76 The Teacher Induction Program - Core Course 5
 Congratulations!

You’ve come to the end of this course.

Please go to this link for the summative assessment:

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

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

Once you’re done, kindly input your score here: Input your score here.

Additional reminder:
Compile your portfolio output/s and make
sure that your mentor has checked your
coursebook.
Guide for Mentors and Newly Hired Teachers
77
78 The Teacher Induction Program - Core Course 5
 Department of
Education

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

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working
Group
Ricardo Ador Warren Quisada Angelo Uy
Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

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