Teacher Induction

•
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Program (TIP)
CORE COURSE 5
Responding to Community Contexts

in collaboration with

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

W
ELCOME TO COURSE 5 of the
Teacher Induction Program.
This courseintroduces you to
the Department of Education and its
organizational structures, including the
specific roles of the different bureaus,
offices, and units. It also presents
relevant laws and administrative
processes surrounding teachers’ roles,
responsibilities, and rights. Lastly, this course
orients teachers on the salaries, incentives, and
other benefits of DepEd teachers.
 Intended Course Learning Outcomes

1. adopt practices that uphold the dignity of teaching as a profession by

exhibiting qualities aligned with the DepEd’s vision, mission, core values,
and strategic directions (7.2.2)
2. demonstrate understanding of how the different offices and bureaus
work to support DepEd in accomplishing its vision and mission
3. review personal teaching practice using relevant laws and regulations that
apply to the teaching profession (6.3.2)
4. demonstrate understanding of the details of teachers’ salaries, incentives,
and other benefits

Course Outline:

Module 1: DepEd Organizational Structure and Processes

Module 2: Relevant Laws for Teachers

Estimated time required: 4 hours

Portfolio Output: Action Plan (From Module 1, Session 1)

Module 1 – DepEd Organizational Required Tasks
Structure and Processes
• Reflections
Intended Module Learning Outcomes: • Policy reading
At the end of this module, you should be able to: • Scenario analyses
1. discuss the history and background of the public • Writing tasks
education system to understand the
• Organizational structure analysis
organizational development of DepEd;
2. address concerns and respond to scenarios in Required Resources
the field using knowledge of existing laws • Historical Perspective of The Philippine Educational System,
and regulations on DepEd organizational https://www.deped.gov.ph/about-deped/ history/
structure and processes; and
• Republic Act No. 9155 on Governance of Basic Education
3. respond to real-life scenarios that require the Act, 2001
application of the knowledge on organizational • Republic Act No. 10533 on An Act Enhancing the Philippine
structures of the Department and the school. Basic Education System by Strengthening its Curriculum and
Increasing the Number of Years for Basic Education, 2013
Module Outline
Session 1: The Philippine Public Education
Optional Readings
System • DepEd Order No. 53, s. 2013 on Approval and
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
identified developments brought by this time succeeding public education
in the article?) period?) system?)
Pre-colonial Period Education was informal, unstructured, and Essential learning was prioritized during this
devoid of methods. Children were provided 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
Spanish missionaries. defined administration and management by
the Spanish colonial government
Education was religion-oriented. It was for
the elite, especially in the early years of
Spanish colonization.
Access to education by the Filipinos was
later liberalized through the enactment of the
Educational Decree of 1863.
Education during that period was
inadequate, suppressed, and controlled

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

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

6 The Teacher Induction Program - Core Course 5

 Key Topic 2: The
Trifocalization of Philippine Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS) had the sole responsibility in the
administration, policy formulation, and program
implementation of education in the Philippines. It supervises
public education, private education, as well as formal and non-
formal education. To examine the education system in the
Philippines and draft policy recommendations, the
Congressional Commission on Education or EDCOM was
established by a Joint Resolution of the Eight Philippine
Congress.
Recognizing that there is a need to specialize administration in
higher learning and technical and vocational education, the
trifocalization of education through the virtue of RA No. 7722,
otherwise known as the “Higher Education Act of 1994” and
RA 7796, otherwise known as the “TESDA Act of 1994” or
the Trifocalization of Education Management was enacted.
The administration, policy formulation, and program
implementation of education in the Philippines would have
three foci: (1) Basic Education; (2) Higher Education; and (3)
Technical and Vocational Education. Read the excerpt from
both policies and answer the following reflection
questions.

Guide for Mentors and Newly Hired Teacher

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 Teachers9

 Required Task 2: Reflection Questions 2. Which turning point in the history of the public
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

3. What are the implications of the trifocalization of education
in the administration and management of education in the Key Topic 3: The Governance of Basic Education Act
Philippines?

The Republic Act No. 9155, otherwise known

as the Governance of Basic Education Act of
2001, renames the Department of Education,
Culture and Sports to Department of
Education (DepEd). The law also serves as a
framework decentralizing governance to
the field and making the schools and learning
centers (LCs) the “heart of the education
system.” It promotes the principle of shared
governance which recognizes that every unit
in the Department of Education has a
particular role, task, and responsibility
inherent in the office and for which it is
principally accountable for outcomes.
To carry out the goals of the department, the
DepEd has organized itself into two major
structural components:
- the Central Office that maintains the
overall administration of basic
education at the national level; and
- the Field Offices - the regions,
divisions, schools, and LCs – that are
responsible for the regional and local
coordination and administration of the
Department’s mandate.

The governance of basic education shall begin at

the Central Office (CO) and will be transmitted
to the Field Offices where the policy and
principle for the governance of basic education
shall be translated into programs, projects, and
services developed, adopted, and offered to
fit local needs. Thus, the principles of
accountability and transparency shall be and responsibilities in these offices.
operationalized in the performance of functions

Guide for Mentors and Newly Hired Teachers

11
 Read the excerpt from the RA No. 9155:

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

• to provide the framework for the governance of basic education, which shall set the general directions for
educational policies and standards and establish authority, accountability, and responsibility for achieving
higher learning outcomes;
• to define roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects, and services in communities they serve;
• to make schools and learning centers the most important vehicle for the teaching and learning of national
values and for developing in the Filipino learners love of country and pride in its rich heritage;
• to ensure that schools and learning centers receive the kind of focused attention they deserve and that
educational programs, projects, and services take into account the interests of all members of the community;
• to enable the schools and learning centers to reflect the values of the community by allowing
teachers/ learning facilitators and other staff to have the flexibility to serve the needs of the learners;
• to encourage local initiatives for the improvement of schools and learning centers and to provide the means by
which these improvements may be achieved and sustained; and
• to establish schools and learning centers as facilities where school children are able to learn a range of core
competencies prescribed for elementary and high school education programs or where the out-of- school youth
and adult learners are provided alternative learning programs and receive accreditation for at least the
equivalent of a high school education.

12 The Teacher Induction Program - Core Course 5

 Required Task 1: Writing Task and objectives? Give specific ways and examples.
Answer the following questions. You may answer each item in 4-7 2. RA No. 9155 states that “the school shall
sentences. be the heart of the formal education
1. As part of the DepEd, how can you contribute to successfully system.” How does this statement relate to
implement programs of the Department and carry out its purpose you as a teacher and as a part of a larger
organizational landscape?

Guide for Mentors and Newly Hired Teachers

13
 3. Write down the best practices being
implemented in your school that align with the
provisions stated in RA No. 9155. Share it with
your mentor/colleagues.
Summary
• The Department of Education (DepEd), by virtue of RA No.
9155, otherwise known as Governance of Basic Education
Act of 2001, is mandated to formulate, implement, and
coordinate policies, plans, programs, and projects in the areas
of formal and non-formal basic education. DepEd supervises
all elementary and secondary education institutions,
including alternative learning systems, both public and
private; and provides for the establishment and maintenance
of a complete, adequate, and integrated system of basic
education relevant to the goals of national development.
• The history and background of the public school system and
the DepEd Organizational Structure provide a context on
how the Department improves to ensure that its personnel are
supported and guided to fulfill their roles towards
achieving the vision, mission, and goals of the department.

14 The Teacher Induction Program - Core Course 5

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

Know Want Learned

(What you know) (What you want to know) (What you have learned
after the session)

Guide for Mentors and Newly Hired Teachers

15
Key Topic 1: The DepEd Management Required Task 1: Policy Reading
Structure
The Department of Education is organized to enable the
department to carry on its true mandate as stipulated in A. The DepEd Rationalization Program
RA No. 9155 otherwise known as the Governance of
Basic Education Act of 2001. The DepEd Rationalization Program is an effort to efficiently
maximize the department’s functions so it can focus on
The Department of Education’s Central Office shall attaining its vision, mission, objectives, and its core business
exercise overall authority and supervision over the —education.
operations of the department and the attainment of
For DepEd to focus on its core business, there is a need to
its mandate. Specifically, the office is designated
reiterate the goals of the DepEd Rationalization Plan
to:
concerning the different organization levels of the
• set overall education agenda, directions, and department. The goals are as follows:
policies; • have a more efficient and effective central office
• formulate systems and standards for national that focuses on policy making, standards- setting, and
adoption; overall leadership of the department;
• perform investment programming; • have a re-engineered regional office that focuses
• articulate national frameworks to guide the on localization of policies, performs quality assurance,
organization in the performance of its core and fulfills its duties as the technical support hub of
functions and the provision of support; its divisions; and
• oversee quality assurance and performance • have a re-engineered division office that focuses
accountability; and on field leadership and supervision to better support
• build partnerships with the Local Government the schools in delivering education services to the
Units (LGUs) & Non-Governmental learners.
Organizations (NGOs).
The DepEd Rationalization Program, is one of the key steps
undertaken by the Department to better manage the
implementation of the K to 12 Basic Education Program.
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 Background
Offices of the Department of Education
In August 2001, Republic Act No. 9155, An Act
The DepEd Order No. 52, s. 2015, also known as the Instituting A Framework of Governance for Basic
New Organizational Structures of the Central, Education, Establishing Authority and
Regional, and Schools Division Offices of the Accountability, Renaming the Department of
Education, Culture and Sports as the Department of
Department of Education has the following purpose:
Education, and for Other Purposes, otherwise known
(a) focusing government efforts on the exercise of as the Governance of Basic Education Act of 2001,
its fundamental functions of establishing and was issued. It provided a framework for the governance
providing the appropriate social, political, and of education, decentralizing governance to the field, and
economic environment within which making the schools and learning centers the heart of
development can prosper; the education system. The law also established the
authority and accountability of the various organization
(b) transforming the bureaucracy into an effective levels of the Department of Education (DepEd).
and efficient institution for the delivery of
In October 2004, Executive Order No. 366 (EO
core public services; and 366, s. 2004), Directing A Strategic Review of the
Operations and Organizations of the Executive
(c) ensuring the long-term sustainability of core
Branch and Providing Options and Incentives for
government services through resource
Government Employees Who May Be Affected by
mobilization and cost-effective public
the Rationalization of the Functions and Agencies
expenditure management.
of the Executive Branch, was issued. According to
Study the DepEd Central Office Organizational Section 2 of the said EO, the initiative aimed to: (a) focus
Structure and read the following excerpt from DepEd government efforts and resources on its vital/core
Order No. 52, s. 2015. After reading, answer the service; and (b) improve the quality and efficiency of
government services delivery by eliminating/
following questions. You may answer each question in
minimizing overlaps and duplication, and improving
3-5 sentences.
agency performance through the rationalization of service
You may access DepEd Order no. 52, s. 2015 through delivery and support systems, and organization structure
this link: https://www.deped.gov.ph/wp-content/ and staffing (Section 2, EO 366, s. 2004).
uploads/2015/10/DO_s2015_52.pdf In December 2011, DepEd embarked on the
review and revision of its Rationalization Plan (RP)
based on RA No. 9155 and long-term reforms needed in
the education sector to respond to fast-changing demands
of the local and global environment.

On November 15, 2013, the DepEd

Guide for Mentors and Newly Hired Teachers

17
 Rationale of the Organizational Structures

The rationalized organizational structures and staffing patterns were a result of the thorough study of the
DepEd Change Management Team (CMT) on the current structures, functions, and staffing complement of the
DepEd offices vis-à-vis the long-term education reforms, requirements of the learners and the changing environment, and
national government policies.

The approved organizational structures are consistent with the provisions of RA No. 9155 in applying the principles of
decentralization and shared governance to ensure accountability and relevance to the context, and development needs of the
learners and stakeholders of the various organizational levels.

In developing the organizational structures, the DepEd CMT also identified the themes or organizational
strands common to all levels of the Department. These organizational strands reflect the similarity of functions and
objectives of offices and
units. The organizational strands are as follows:

Office of the Secretary

The Office of the Secretary (OSec) provides overall leadership and direction at the national
level. Attached and
support agencies to DepEd are included under the OSec.

Curriculum and Instruction

This strand ensures that the organization focuses on the delivery of a relevant, responsive, and effective
basic
education curriculum around which all other strands and offices provide support.

Strategic Management
This strand enables the organization to focus on long-term directions and interface with the
internal and external environment and stakeholders.
Governance and Operations
This strand ensures the capacity of the organization to continuously improve and be strategic
in managing the environment for which “teaching and learning” takes place.
Legal and Legislative Affairs
This strand enhances the capacity of the organization to deal with legal matters and to be
proactive in moving forward its legislative agenda.
Finance and Administration
This strand ensures the efficiency to support the organization as a whole to focus on
its core business and thus attain its targets through the provision of finance and administrative
services.

18 The Teacher Induction Program - Core Course 5

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

Restructuring the Department It will act as a guide for

of Education was required to teachers in adopting teaching
implement our strategic plan norms and standards as well
for progress in every school, as processes to meet the
particularly in light of the present demands on the
changing needs and demands educational system. It will
of our society. Similarly, on also give all teachers an
this day of pandemic, the understanding of how to use
department of education must tactics to make their work
redesign the system to deal easier and more productive.
with the current situation.

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.

Scena Answe Feedba

rio rs ck
Teacher Jeanne is a “teacher to the barrio” who is The particular DepEd organizational strand Teacher Jeanne's difficulty and concern can be remedied
that will promote or can helps Teacher by following proper procedures and seeking assistance
dedicated to providing basic education to the Jeanne’s condition is the Finance and from the Governance and Operation strand.
pupils in a geographically isolated community in Administration strand of the Department of
her province. She was deployed to educate the Education which is the responsible of ensuring
the efficiency to support the organization as a
pupils with a parallel module to that of formal whole to focus on its core business and thus
elementary education but in a relatively informal attain its targets through the provision of
setting and schedule. 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. Teachers
facing financial challenges. Once her prior Jonnalyn is the Finance and Administration on Jonnalyn's scenario could also be considered for the
loans were paid, she directly proceeds to take which this strand ensures the efficiency to stated office to conduct and deliver programs to address
out another loan. The cycle of financial debt support the organization as a whole to focus this kind of issue.
on its core business and thus attain its targets
goes on. 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 responsible Department of Education's Curriculum and Instruction
focused not only on the psychomotor skills of his for ensuring that the organization focuses on strand can develop programs and curriculum that will
players but also on the development of mental the delivery of a relevant, responsive, and meet the needs of the students without disrupting the
discipline and social values through after-school effective basic education curriculum around availability and schedule of students or teachers.
which all other strands and offices provide
sports programs. 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. But capacity to deal with legal challenges and Affairs should ensure that all teachers are informed
she lacks the required number of units for her being proactive in carrying forward its about this matter by conducting an orientation or
legislative agenda, is the office that can assist possibly providing a list of documents required to avoid
Master’s degree. Teacher Edith. misunderstandings.

Nanette is teaching in a low-lying school. 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
One day, during a heavy rainfall, she was leadership and direction at the national level. or the Office of the Secretary of the DepEd
advised of class cancellations and calmly assessed Attached and support agencies to DepEd are Organization. She must first ensure the safety of her
the situation before she directed the class to go included under the OSec. is the office that can class by not letting them alone, especially during terrible
assist Teacher Nannete weather.
home.

20 The Teacher Induction Program - Core Course 5

 Session 3: The DepEd Regional context and needs of the region;
Office and Schools Division Offices • localizes curriculum;
• adapts to or adopt the national policies, programs, and standards;

The DepEd Regional Office works with the LGUs and educational • manages the Department’s mandate at the regional level and
stakeholders to develop a policy framework that reflects the needs, Quality Assurance;
opportunities, and aspirations of the regional community. It • provides technical assistance to schools’ divisions;
provides overall field leadership to schools divisions by setting regional • manages program investment and equitable allocation of
policy directions, standards, and strategies consistent with the national resources; and
framework for the development and management of programs and projects
relevant to the socio-cultural context of the region. Thus, it is responsible • establishes and manages partnerships.
and accountable for building a community of schools divisions and their The regional offices are categorized based on
continuous development in order to create a collective effort to achieve size classification and shall be classified as
the region’s goals. Specifically, the DepEd Regional Office: small, medium, or large. Hence, the
• sets Regional agenda, directions, and policies to address the Organizational Structure of the Regional Office
is presented in Figure 2 on the next page.

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

Functi Answe Feedba

on rs ck
1. To ensure access, promote equity, and Governance and Operations is the
improve the quality of basic education in the strand that ensures the capacity of the
regions and the school’s divisions by taking organization to continuously improve
the lead in policy and direction setting, and be strategic in managing the
standard-setting and enforcement, environment for which “teaching and
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
articulated basic education curriculum (pre- strand that ensures that the
school, elementary, secondary, ALS), its organization focuses on the delivery
localization/indigenization, and increase Curriculum and Instruction of a relevant, responsive, and
access to quality and varied learning effective basic education curriculum
resources towards improvement in the around which all other strands and
quality learning outcomes. offices provide support.

3. To support the delivery of basic education Finance is the strand that ensures the
programs, projects, and needed resources to efficiency to support the organization
the school’s divisions in order to create an as a whole to focus on its core
environment conducive to learning and business and thus attain its targets
Finance through the provision of finance and
ensure learner readiness to learn through:
School Health and Nutrition, Education administrative services.
Facilities, and Program & Services (DRRM,
School Sports, Guidance & Counselling).
Guide for Mentors and Newly Hired Teachers
23
 Functi Answe Feedba
on rs ck
4. To coordinate and integrate the provision of Field Technical Assistance is the strand
that ensures the capacity of the
technical assistance (TA) to schools’ organization to continuously improve and
divisions with the purpose of facilitating the be strategic in managing the environment
delivery of quality basic education and Field Technical Assistance for which “teaching and learning” takes
creating an enabling environment for place.
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
monitoring, and evaluating the region and Policy, Planning & Research education requirements by assessing,
school’s division performances to inform monitoring, and evaluating their
decision making and guide policy directions performance in order to inform decision-
in the region toward continuous making and lead policy directions in the
improvement. region toward continual development.

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

strand that conducts research studies and
plans, policies, and standards in all areas of maintains Regional Education Planning
basic education in the region through the and Data Management Systems to help
conduct of research studies and maintenance
Policy, Planning & Research
the region implement education plans,
of Regional Education Planning and Data policies, and standards in all areas of
Management Systems. basic education.

7. To ensure competent personnel and staff in the Human Resource Development is the
strand that ensures competent personnel
regional and schools division offices and staff in regional and school division
through efficient and effective training Human Resource Development offices by providing efficient and
towards professional competencies and effective training to improve professional
organizational performance. competencies and 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
receipt of correspondence, supplies, Administrative oversight authorities are all covered by
equipment, collection, disbursement, the administrative strand.
security and custody of property, and
reportorial work to oversight agencies.
9. To provide advice to the Regional Director on Finance is the department that advises the
Regional Director on the region's
the financial resource of the region and financial resources and provides
provide services in budgeting, accounting, Finance budgeting, accounting, reporting, and
reporting, and coordinating with coordination with government oversight
government oversight agencies. bodies.
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.

Questio Answe Feedba

ns rs ck
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 dismissal. She It was placed under the SGOD
then seeks help from the head teacher and colleagues for some SGOD because it requires help from the area
advice. Upon learning about Teacher April’s struggles, the head
of human resources development.
teacher found it necessary to 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 for her Since the scenario described about
upcoming classroom observation. She wants to know the best CID Instructional Management Part, it
ways on how she can employ the indicators required in the was considered as CID.
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 Part,
Room Examiners adhere to the instructions in the Examiner’s
it was considered as CID.
Handbook.
Guide for Mentors and Newly Hired Teachers
27
 Optional Task: Reflection

Reflect and answer the following questions: 2. Why should a teacher know who to approach in addressing
concerns related to his or her duties?
1. What is the relevance of knowing the DepEd
organizational structure and school processes to
the performance of your duties as a teacher?

It is important to know who to

It is essential for a teacher to approach in addressing concerns
understand the department of related to my duties as a teacher
education structure and the it helps me to do my functions
school processes to know how and responsibilities effectively
learning policies, plans, and and efficiently.
programs are implemented .And
knowing the DepEd organization
structure and school processes in
the performance of my duties as a
teacher is that it will help me to
do my work easier.

28 The Teacher Induction Program - Core Course 5

 Summary

• DepEd Order No. 52, s. 2015 identified

organizational actions that were taken on the
existing 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

Scena Answe Feedback

rio rs
The librarian ensures
Teacher Leo creates activities to make sure that learners Librarian/LRMDS efficient
and teachers access the place where reading materials and and effective access to
learning resources are kept. He also crafts a schedule of the Coordinator Guidance learning resources for
classes that could visit the place. He coordinates with the teachers and learners, as
School Head for the selection, acquisition, organization, well as scheduled visits by
Coordinator/Teacher Guidance
and maintenance of reference and reading materials.
class groups and
Counselor coordinates with the
property custodian and/or
Subject/Learning Area Principal for the selection,
Coordinator/ Department Head acquisition, organization,
and maintenance of
reference and reading
materials.
The
The prefectdepicts
scenario a
of discipline
orLibrarian/LRMDS
the guidance counselor
isCoordinator's
responsible for student
duties and
responsibilities.
 Teacher Lorrine is handling a case of some Grade 7 Librarian/LRMDS Coordinator The scene portrays
learners who were caught cheating by their adviser. She an action by the
calls the attention of the parents and reports to them what Guidance Coordinator/Teacher Guidance
the learners did. Since it is the first incident, the Counselor in
learners are reprimanded and reminded of the
Guidance Counselor dealing with
importance of honesty and of not cheating.
cheating students.
Subject/Learning Area
Coordinator/ Department Head

32 The Teacher Induction Program - Core Course 5

 Scena Answe Feedback
rio rs
Teacher Steffi is conducting a career guidance and Librarian/LRMDS The scenario depicts
advocacy seminar to Grade 12 learners focusing on the a Subject/Learning
four exits envisioned for SHS graduates—namely, higher Coordinator Guidance Area Coordinator/
education, entrepreneurship, employment, or middle-level Department Head
skills development. Afterward, she gives them a survey to
Coordinator/Teacher duties and
answer on what they plan for their career development
after SHS. responsibilities.
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
the month of July. Both reports are subject to the Officer.
approval of the School Head.
Librarian/LRMDS

Coordinator Guidance

Counselor Administrative

Officer

Miss Rhea prepares the receipt, issuance, maintenance, and Librarian/LRMDS Miss Rhea's actions
safekeeping of supplies, materials, and equipment and portrayed the
other properties and facilities of the school. She also Coordinator School Nurse school's Property
conducts and maintains the inventory of properties and Custodian duties and
prepares the required reports for the School Head’s Property Custodian obligations.
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 To avoid such bullying among the
help in each scenario and involve some key personnel who
can help you resolve the following challenges. students, she needed to first approach
the science teacher and request if she
Scenario 1
was able to attend the class on time.
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying On the other hand, she needed to
incident that you are not aware of. She was very angry and seek assistance from the guidance
disappointed about what happened because the incident councilor to provide adequate
was not addressed and resolved properly. Her daughter is
still afraid and decided not to go to school that day. The procedures for disciplining the
incident happened during Science time because the teacher concerned students. She should also
was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class
notify the bully student's parents or
during that time. Who should you seek help to? guardians so that they can discipline
their child.

Guide for Mentors and Newly Hired Teachers

35
Sce
nari
o2
Teacher Mary Ann, a fellow teacher whom you Scenario 3
consider a friend, messaged you on Facebook and Lito, the class president of your advisory class, was elected as the
told you that she will be absent tomorrow. She president of the Supreme Student Government (SSG). After three
asked you to substitute all her five classes. months, his subject teachers are having trouble with his class
Without letting you respond, she already sent standing because of his frequent absences and non-submission of
you the learning materials for her lessons tomorrow. required written and performance tasks. Lito is getting
However, you also have classes to attend and your overwhelmed with the various school activities he manages. What
learners are expecting to deliver a performance task are you going to do as the adviser?
that they prepared for. What are you going to do as
a colleague and who should you direct her to?

As a fellow teacher and a friend, I must I will conduct a make-up class for the
accept Teacher Mary Ann's request for concerned students who are affected by the
assistance in determining if her cause was an school activities so that they can cope with
emergency or an urgent matter. First, I will
counsel my buddy and tell her that our the lesson and complete the needed written
students are our responsibility, and I will works and performance task.
encourage her to avoid being absent,
especially when there are many tasks to
complete. Then I'll enlist the services of the
floating instructors, who are in charge of
handling such tasks when regular teachers
weren’t able to attend the class. In addition, I
will endorse the teaching resources that my
friend gave to me in order to make her
teaching and handling the class easier and
more effective.
36 The Teacher Induction Program - Core Course 5
 Session 5: Common/Standardized Key Topic 1: Adoption of
School Forms School Forms and
Standardization of Permanent
Records
Estimated time required: 1 hour
Required Task 1: Preliminary Activity
Let us find out how familiar you are with
school forms. Rate your level of familiarity with
Required Tasks
the school forms listed. Tick/ check your response.
The following are the tasks in this module. Choose only one answer.
• Reading activities Legend: K – Kinder
• Checklist ES – Elementary School
• Scenario Analysis
(Gr. 1 to 6) JHS – Junior
• Interview
High School (Gr. 7 to 10)
• Writing Activities
SHS – Senior High School
• Quizzes
(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 Very Needs
Standardized School Forms only if Famili Familia Further
teaching ar r Informatio
in… n
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
 Key Topic 2: The K to 12 and the New
Required Task 2: Reading
Standardized School Forms
Read DO 58, s. 2017 – Adoption of New School
Forms for Kindergarten, Senior High School,
With the nationwide implementation of the K to12 Basic Education Alternative Learning System, Health and Nutrition
Program, particularly of Senior High School (SHS), and the intensified and Standardization of Permanent Records. (URL,
implementation of the Alternative Learning System (ALS), the hyperlink)
Department of Education (DepEd) issued a policy, DepEd Order No. 58, s.
2017 or the Adoption of New School Forms for Kindergarten, Senior High
School, Alternative Learning System, Health and Nutrition and Key Topic 3: School Forms
Standardization of Permanent Records, that institutes new forms to be used
in schools and other institutions delivering basic education (particularly
Kindergarten, SHS, and ALS) and standardizes the forms for the learners’
The set of modified school forms provides
health and nutrition and permanent records.
information that are significant in planning,
This set of new, standardized school forms provide significant resource allocation, and performance
information that is valuable in making evidence-based assessment, monitoring and evaluation. The use of these forms
planning, resource allocation, performance monitoring and evaluation. The is mandatory in all public schools.
use of these forms in all public schools is mandatory. No other forms will You should become familiar with the following
be used as official documents in public schools nationwide unless School Forms and their descriptions, codes, and,
approved (DO 58, s. 2017). where applicable, Grade Levels as stipulated in
DepEd Order 58, s.2020.

Guide for Mentors and Newly Hired Teachers

39
 SCHOOL FORM DESCRIPTI CODE GRADE
ON LEVEL
School Form 1 – School Register A list of learners who are officially enrolled and S ES, JHS
attending classes F
1
SF1-SHS SHS
School Form 2 – Learner Daily A list of the learners’ daily attendance S ES, JHS
Attendance Report F
2
SF2-SHS SHS
School Form 3 – Books Issued and A list of books and other reading materials issued to the S ES, JHS
Returned learners, and returned to the issuing authority F
3
SF3-SHS SHS
School Form 4 – Monthly Learners Summary number of learners who moved in/out of the S ES, JHS
Movement and Attendance Report school during the month F
4
SF4-SHS SHS
School Form 5 – Report on Promotion A list of the learners’ academic performance and SF5-K K
and result of assessment by the end of the school year
Level of Proficiency S ES, JHS
F
5
School Form 5A – End of Semester and A list of the learners’ academic performance and
SF5A- SHS
School Year Learner Status result of assessment by the end of the semester
SHS
and school year
School Form 5B – List of Learners with A list of Grade 12 learners who completed SHS
SF5B-SHS SHS
complete SHS Requirements requirements and are candidates for graduation
School Form 6 – Summarized Report on Summary number of learner status by the end of the S ES, JHS
Promotion and Level of Proficiency semester and/or school year F
6
SF6-SHS SHS
School Form 7 – School Personnel A list of the school personnel’s profile and official S ES, JHS
Assignment duty, such as F
List and Basic Profile teaching assignments, ancillary responsibilities, etc. 7
SF7-SHS SHS
 School Form 8 – Learner’s Basic Health A record of learner’s health and nutritional assessment S K, ES, JHS
and Nutrition Report F
8
SF8-SHS SHS

40 The Teacher Induction Program - Core Course 5

 SCHOOL FORM DESCRIPTI CODE GRADE
ON LEVEL
School Form 9 – Learner’s Progress An individual, periodic report of a learner’s academic SF9 -ES ES
Report Card achievement per grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s Permanent An individual record of a learner’s academic achievement SF10-ES ES
Academic Record per level
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) A list of potential ALS learners identified during the
A -
Form 1 – List of Mapped and Potential mapping
F
Learners Activities
1
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified
A -
interest to
F
enroll in ALS Program
2
ALS Form 3 – Master List of Enrolled A record of learners who are officially enrolled in
Learners and End of Program ALS classes and their individual assessment status at the -
Assessment end of the program for the calendar year. A
F
3
ALS Form 4 – Master List of A& E A list of candidates qualified to take the A & E
A -
Registrants accreditation and
F
equivalency exam.
4
ALS Form 5 – Learner’s Permanent A record of learners’ basic personal profile and
A -
Record learning
F
Performance
5
Guide for Mentors and Newly Hired Teachers
41
Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.

Situatio Answers Feedba

ns ck
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
identify the learning areas which have limited
school year.
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), “It would be You must present the SF2, which contains the
helpful if you come to school on a regular attendance record of your class, which can be your
SF2
basis,” the parent complained that her child evidence regarding on that student who received a
never got absent from class. What school form remark on his or her SF10.
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 in To persuade a stakeholder, you must provide your
the feeding program. The majority of her class's SF8, which has a record of your students'
SF8
learners have aBody Mass Index (BMI) outside BMI, in order to determine the students' needs help
the healthy range. What school form informed so they will be included on the feeding program.
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 to SF9 updated on a regular schedule, and that the learner's
inform them. What school form was not
properly issued?
parent was kept informed.
Jeanne Therese, a Grade 4 student, was
accidentally hit by a car outside the school
Because the incident occurred outside of school,
during class hour. You were given a complaint you are not responsible for your students; however,
of negligence on your part as a teacher. You SF2 you must produce the SF2, which contains your
explained that the child was absent in class that class's attendance record and may serve as proof
day. What school form would support your that the student was absent that day.
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 SF SF SF SF SF SF SF SF SF SF
Needed 1 2 3 4 5 6 7 8 9 10
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 Answ

Needed used er
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 information sheet of
in 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
take the A & E Test
Test

B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you have gray areas, you may seek
the help of your mentor or any member of the School Forms Review Team (SFRT). Write your new learnings about school
forms in bullet points.
•These are the following school forms - SF1-Basic information of learners SF2 – Daily Attendance Report of Learners SF3 – Books Issued and Returned SF4 – Monthly Learner’s Movement and
Attendance– Report on Promotion and Learning Progress and Achievement– End of Semester and School Year Learner Status– List of Learners with Complete SHS Requirements SHS SF6 –
Summarized Report on Promotion– School Personnel and Assignment List and Basic Profile ES, JHS, SHS SF8 – Learner’s Basic Health and Nutrition Report, SF9 – Learner’s Progress Report Card
SF10 – Learner’s Permanent Record
•These are the following ALS Form- AF3 refers to a record of learners who are officially enrolled in ALS classes AF2 refers to a Basic information sheet of individuals who signified interest to enroll in
ALS AF1 is refers a to list of mapped learners AF5 refer to a learners progress and permanent record AF4 refers to List of candidates qualified to take the A & E Test
•School forms have a variety of purposes, including assisting us in gathering accurate data about our students, serving as a foundation for their needs, and serving as proof in the case of an incident

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.

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

Efficiency Accuracy

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

46 The Teacher Induction Program - Core Course 5

 Key Topic 1: Preparation and
Checking of School Forms

The preparation and checking of school forms, undertaken to

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

Anchored on the principles of accountability, accuracy and

reliability of data and 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
 Questio Answer Feedba
ns s ck
Teacher Jopay, a Grade 1 teacher, prepared
2 copies of SF10-ES without attaching She must attach the needed
any documents for the checking of her FALSE supporting documents to validate
forms. the information on the SF10

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

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

11 to another school, she needs to bring a school to school. She was only be
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 and TRUE
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 AFTE

R

Assure that the formula

THIN Accuracy of data and input data are Recheck the forms
K correct

FEEL Pressured Learning Relieve

Input the data with Correct all the data

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

References (Documents to Output (Reports/Forms to

Responsible Person
be Checked) be Validated)
Compile supporting documents Ensure that the following SFs
particularly on the learner’s generated from the LIS are
eligibility for admission, such correct:
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 March
• (formerly Form 137), or 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.

Stateme Answe Feedba

nts rs ck
1. At the end of the school year, a
kindergarten teacher will prepare a It should be SF9- Learners’ progress
FALSE
report on learners’ progress to inform report.
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 ranking of TRUE
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
reference in any other reporting FALSE to School Register
that requires the list of officially
enrolled learners.
54 The Teacher Induction Program - Core Course 5
 Suggested Additional Readings (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
• Elementary education refers to the second
statistics, sector performance indicators and profile of public and private
stage of compulsory basic education
schools, learning centers and other education service providers. It is a which is composed of six (6) years. The
web-based system designed to enhance information management at all entrant age to this level is typically six (6)
levels of the education system (school, division, region and national levels) years old.
through streamlined processes and use of information and communication
technologies. It aims to deliver relevant and accurate information to school • Secondary education refers to the third
heads, education managers, policy makers and various stakeholders of the stage of compulsory basic education. It
education system. Visit http://lis.deped.gov.ph/ and http:// consists of four (4) years of junior high
ebeis.deped.gov.ph/ school education and two (2) years of
senior high school education. The entrant
The BEIS provides information for planning, quality assurance, monitoring age to the junior and senior high school
& evaluation and other decision- making activities at all levels of the levels are typically twelve (12) and
education system. sixteen (16) years old, respectively.
• There are other teaching and non-teaching
personnel that work together to meet the
Additional Task: Seek the help of the School LIS Coordinator needs of learners and the wider school
and get started with LIS. community. Knowledge of the specific
roles and functions of each personnel
helps newly hired teachers know who to
approach to seek support and guidance
Summary especially in their early years of teaching.
• School-based Management (SBM)
• The school is an educational institution, private and public, transfers decision-making authority from
undertaking educational operation with a specific age-group of the central and district authorities to the
learners pursuing a set curriculum and receiving instruction school community and school leaders
from teachers. It is usually located in a school building/s in a to create significant changes in
particular physical or cyber site. improving education within their local
context.
• Kindergarten education shall mean one

Guide for Mentors and Newly Hired Teachers

55
Module 2 – Relevant Laws for Required Resources
Teachers
Intended Module Learning Outcomes • PRC Resolution No. 435, s. 1997 on Code of Ethics for
Professional Teachers
At the end of this module, you should be able to:
• Republic Act No. 4670 on The Magna Carta for
1. cite specific provisions in the laws Public School Teachers
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
 Session 1: Magna Carta for Public Who is covered under the Magna Carta?
School Teachers The Act applies to all public-school teachers
except those in the professorial staff of state
Key Topic 1: Republic Act No. 4670
colleges and universities.
Did you know?
As used in the Act, the term “teacher” shall mean
Magna Carta translates to “The Great Charter.” The term is used to refer to all persons engaged in classroom teaching, in any
the charter of English liberties granted by King John on June 15, 1215 level of instruction on full-time basis, including:
(Stenton, 2020). It is one of the most important documents in history as it
established the principle that everyone is subject to the law, even the king, ● guidance counselors
and guarantees the rights of individuals, the right to justice, and the right to
a fair trial (Eleftheriou-Smith, 2015). The Magna Carta for Public School ● school librarians
Teachers aims to improve the social and economic status of public school
teachers in basic education, their living and working conditions,
employment, and career prospects. ● industrial arts or vocational instructors

As teachers’ efforts are being recognized in building the nation, a law was ● and all other persons performing
passed to look after the welfare of the public-school teachers and to
promote, improve, and secure the professional rights of a teacher—known supervisory and/ or administrative
to be the RA No. 4670 or the Magna Carta for Public School Teachers. functions in all schools, colleges, and
universities operated by the Government
or its political subdivisions
but shall not include:

● school nurses

● school physicians

● school dentists

● and other school employees

Guide for Mentors and Newly Hired Teachers
57
Required Task 1: Policy Reading
Read the Magna Carta for Public School Teachers. Write down portions in the document that you think might be
helpful as you practice your profession or those that you would like more elaborations or clarifications
on. Discuss them with your mentor. You may use the format below. An example is provided for you.

Input/Response from the

Topic and Page number Queries/Points for
Mentor/s or from the
Clarification
LAC session
When possible, the proper
Section 11, page Could I be in the same school as my authorities should make every
husband/ effort to allow married couples who
Provision for Married Teachers first degree family member? are both public school teachers to
work in the same area.
Teachers must have academic
independence in carrying out their
professional responsibilities,
Am I allowed to study without informing
Section 12, Academic Freedom notably in terms of teaching and
my working school?
classroom approaches without
informing anybody or asking for
permission from anyone.
Any teacher engaged in actual
classroom instruction shall not be
required to render more than six
hours of actual classroom teaching
per day, which shall be scheduled
to allow him time to prepare and
correct exercises and other work
Am I required to go to my working
Section 13, Teaching Hours incidental to his normal teaching
school at 7am to 4pm?
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 How should the

Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 1: Teacher Ana is Teacher Ana was active Sec. 8. Safeguards in Teacher Ana and
a Science teacher in a Senior in postering variety of Disciplinary Teacher Jurado should
High School and has been learning strategies to Procedure. discuss the issue
very active in fostering a
engage her learners but (D. The right to tother with their
variety of learning strategies
to engage her learners in suddenly Teacher appeal to clearly principal as the
learning their topics. She Jurado found her designated authorities. moderator for the
would mostly ask her teaching techniques ) conversation between
learners to do outdoor quite disturbing. them. After allowing
activities, explore the them to state their
surroundings and come up
opinion principal
with hypotheses related to
their topic. Teacher Jurado, should advice both of
the 53-year- old Grade Level them to be considerate
Chair, found this teaching on acknowledging
technique of Teacher Ana each of their
Castro quite disturbing since capabilities and even
he believed that Science
learn from each other.
could be better learned
through experiments within Teachers must
laboratories and paper-and- consider others
pencil exams. He raised this whenever they are
concern to the principal and teaching to avoid
has asked Teacher Castro to disturbing others.
explain her side of the
matter.
Guide for Mentors and Newly Hired Teachers
59
 Related Provisions How should the
Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 2: Teacher Teacher Connie's co- Sec. 8. Safeguards in Superiors at the school
Connie was a newly- teacher, who was just Disciplinary Procedure. should conduct a
assigned English public next to her classroom, Every teacher shall enjoy seminar to reignite
school teacher in Mataas na was not managing the equitable safeguards at teachers' enthusiasm for
Nayon High School, and as class well and was each stage of any teaching while also
she started to adapt in the unconcerned about her disciplinary procedure introducing new
new setting of the school, students' misbehavior. and shall have: (D. The methods of inspiring
she noticed something in This would have an right to appeal to clearly and managing the
one of the more seasoned impact on Teacher designated authorities. ) classroom. They must
teachers in the same
Connie's class. also speak with the
department whose classroom
is just next to her. Most of
concerned teachers,
the time, she would observe offering suggestions and
the teacher to be giving instructions to ensure
short discussions among her that the teaching and
learners and would leave learning process is
them to do their own thing improved.
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 How should the
Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 3: Teacher Teacher Antonio was Sec. 12. Academic Teacher Antonio
Antonio is an Araling asking to set an Freedom. should be able to use
Panlipunan Teacher in appointment with the Sec. 24. Study Leave academic autonomy in
public high school for 5
regent of the carrying out his
years. He is taking up his
Master’s Degree in university to enroll professional
Demographics and now in himself for the final responsibilities,
his final year to finish the term to finish Master’s particularly in terms
program. He would only Degree thinking that of teaching and
need to complete his Thesis he will be given the classroom methods.
Study to fully graduate from
Study Leave The principal must
the program. He asked to set
an appointment with the Allowance by the grant Teacher
regent of the university to school. Antonio's request and
enroll himself for the final provide the necessary
term thinking that he will documentation and
be given the Study Leave records, since it is his
Allowance by the school. right and will benefit
The next day, he talked with
the principal about his plans, their school.
and how he thinks his study
will also help the school in
the long run.
Scenario 4: Teacher Teacher Sareemah Sec. 27. Freedom to Teachers in public
Sareemah moved from was a muslim who Organize. schools have the
Mindanao to Pampanga and wished to practice her freedom to form and
was successfully employed join organizations of
costoms as a muslim,
to teach in a public school. their choice, whether
Rooted in her Islam culture but the Grade level
local or national, to
and tradition, Teacher coordinator gave her a develop and defend their
Sareemah wishes to practice class schedule that interests without prior
her customs as a Muslim, conflicts with her authorization. Teacher
like not eating pork, wearing prayer time at Duhor Sareemah must inform
her hijab when going to
(midday). both her Principal and
school, and praying five
times a day. However, at Grade Level
the beginning of the school Coordinator and ask if it
year, she realized that the is possible to consider
Grade Level Coordinator her religious beliefs
gave her a class schedule when making a
that conflicts with her schedule.
prayer time at Duhor
(midday).

Guide for Mentors and Newly Hired Teachers

61
 Related Provisions How should the
Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 5: Teacher Teacher Sareemah was Sec. 27. Freedom to Teachers in public
Alonzo saw his photo being a muslim who wished Organize. schools have the
shared in social media by
one of the influential TV to practice her costoms freedom to form and
programs that hails itself as as a muslim, but the join organizations of
the program that gives Grade level coordinator their choice, whether
justice to the poor and
disadvantaged. As he gave her a class local or national, to
clicked the link of the schedule that conflicts develop and defend
program, there on his screen with her prayer time at their interests without
was the interview with one
of his learners who told the Duhor (midday). prior authorization.
host that her teacher, Teacher Sareemah
pertaining to Teacher must inform both her
Alonzo, didn’t give her the
chance to make up for all Principal and Grade
her missed quizzes and was Level Coordinator and
ridiculed by him in front of ask if it is possible to
the class. Knowing the truth,
Teacher Alonzo was consider her religious
enraged by the false beliefs when making a
accusations of the student schedule.
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 How should the
Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 6: After strong They created an Sec. 27. Freedom to Teachers at public
typhoons that caused organization that Organize. schools have the
multiple damages on the
production of the promotes helping the freedom to form and
commodities in their area families affected by join groups of their
farmed and tilled by the the typhoon and able choice, whether local
parents of the learners of
Teacher Carla, she felt to raise more than or national, to advance
compelled to do something P100,00O which is and protect their
to help them, particularly in more than enough to interests without prior
providing for their essential
needs. But as she checked help their target authorization. This
on her funds, she realized number of families. implies that their
that it would not even She even encouraged response to the
suffice for the needs of
three families, so she her co-teachers to typhoon's victims was
thought hard and looked into participate on the both appropriate and
her social media about some pond raising and brilliant. They might
relief operations being done
by organizing a donation utilize the power of also utilize it to attract
fund. After this, she social media. additional
immediately messaged her stakeholders to their
co-teachers who are also
living within the area and school, which could
asked them to contribute. be beneficial to their
Until eventually, they were educational initiatives.
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 How should the
Scena Issues and
in the Magna matter be properly
rio concerns
Carta resolved?
Scenario 7: Teacher Teacher Justine felt Sec. 25. Indefinite Leave. Teachers in public
Justine is excited about uneasy and troubled schools are not
giving birth to her first
baby as a public-school because she was required to work
teacher for just over three worried that she won’t during vacation;
years in Macalintal National be able to avail the full nevertheless, in the
Science High School. She is
in the third trimester of her benefits of maternity case of Teacher
pregnancy and is expecting leave since she gave Justine, it may be
to give birth in the month of birth during the favorable that she
June, which she thought is
the perfect time to use her vacation season, which gave birth before her
maternity leave and avail its was prior on her target due date, as she may
full benefits. However, date to use her utilize the vacation
due to some pregnancy
issues, she started to feel maternity leave. days to heal properly
labor contractions early and then enjoy her
May, which is still paid maternity leave
technically part of the
vacation season of the without reporting to
school. A few days after her school. If she
giving birth, Teacher Justine manages to report on
felt uneasy and troubled
because she was worried the first day of the
that she won’t be able to school year in June,
avail the full benefits of she may be eligible
maternity leave due to the
fact that she gave birth for a double pay
during the vacation season. income for the month
of May.

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. This section on Magna Carta for Public School Any teacher engaged in actual classroom
Any teacher engaged in actual Teachers has the following implications for my instruction shall not be required to render
classroom instruction shall not be professional obligations as a teacher: I may more than six hours of actual classroom
required to render more than 6 hours utilize my excess time to prepare for my next teaching per day, which shall be scheduled to
of actual classroom teaching per day. class and even settle all my ancillaries to allow him time to prepare and correct
Provided, however, that where the maintain a healthy routine as a teacher. This exercises and other work incidental to his
exigencies of the service so require, also assists me in dealing with other issues such normal teaching duties: Provided, however,
any teacher may be required to render as family matters and others. The teaching and that where the exigencies of the service so
more than 6 hours, but not exceeding learning process can also be simplified if we require, any teacher may be required to render
8 hours of actual teaching hours a employ tactics that promote learning. more than six hours but not more than eight
hours of actual classroom teaching per day.
day.
2. Section 10. No Discrimination. Despite the fact that I am a professional teacher, There should be no prejudice in entering the
There shall be no discrimination (i.e., I am free to practice my religious and cultural teaching profession, practicing it, or
gender, cultural, religious, disability, views. Because there are no limitations, we may terminating it based on anything other than
etc.) whatsoever in the entrance to the be able to apply our strengths and expertise in professional considerations.
teaching profession, and/or during in teaching.
exercising its duties or even in the
termination of tenure in service.
3. Section 27. Freedom to We may organize an organization to assist us in Teachers in public schools must have the
Organize. Public school teachers meeting the needs of our students, as well as the freedom to form and join organizations of
shall have the right to freely and school and its surroundings. Promotes activities their choice, whether local or national, to
without previous authorization both to that will benefit both our students and ourselves develop and defend their interests without
establish and to join organizations of as instructors. prior authorization.
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 session
as a teacher
4. Section 8. Safeguards in Disciplinary Procedure. If necessary, we can defend our At each level of any disciplinary
Every teacher shall enjoy equitable safeguards at each instructional methodologies and proceeding, every teacher is entitled
stage of any disciplinary procedure and shall have: other techniques. When our to the following protections:
profession is threatened, we have
a. the right to be informed, in writing, of the charges; a. the right to have the charges
the right to defend ourselves.
written down.
b. the right to full access to the evidence in the case;
b. complete access to the case's
c. the right to defend himself and to be defended by a evidence.
representative of his choice and/or by his c. the right to defend himself and be
organization, adequate time being given to the defended by a representative of his
teacher for the preparation of his defense; and choosing and/or by his organization,
with sufficient time granted to the
d. the right to appeal to clearly designated authorities. teacher to prepare his defense; and
d. the ability to appeal to authorities
who are clearly identified

5. Section 24. Study Leave. In addition to the If the time comes for us to be Teachers in public schools will be
leave privileges now enjoyed by teachers in the public eligible for this type of leave, it eligible to study leave of up to one
schools, they shall be entitled to study leave not will be a huge aid in finishing our school year after seven years of
exceeding one school year after seven years of service. studies, which will greatly benefit service, in addition to the current
Such leave shall be granted in accordance with a schedule leave entitlements. Such leave will be
us, as well as a benefit to the
set by the Department of Education. During the period of given in accordance with the
school when we return to teach. Department of Education's timetable.
such leave, the teachers shall be entitled to at least sixty
per cent of their monthly salary: Provided, Teachers shall be entitled to at least
however, That no teacher shall be allowed to 60% of their monthly salary during
the period of such leave; provided,
accumulate more than one year study leave, unless he
however, that no teacher shall be
needs an additional semester to finish his thesis for a
allowed to accumulate more than one
graduate study in education or allied courses:
year of study leave unless he requires
Provided, further, That no compensation shall be due
an additional semester to complete his
the teacher after the first year of such leave. In all cases,
thesis for a graduate study in
the study leave period shall be counted for seniority and education or allied courses; and
pension purposes. provided, further, that no
compensation shall be due to the
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
 discuss this topic with your mentor.

Session 2: The Code of

Ethics for Professional
Teachers
Key Topic 1: Code of Ethics for
Professional Teachers

The Code of Ethics for Professional Teachers

serves as a guide for teachers to exhibit professional
disposition in the learning community at all times. It is
imperative that you observe and practice this set of
ethical and moral principles, standards, and values. In
everyday life, you are confronted with the challenges to
do the right thing. When you are faced with professional
decisions that seem to have ethical implications, there
are conditions and provisions of the Code of Ethics that
will guide you to determine the best actions.
Required Task 1: Scenario Analysis
Read the Code of Ethics for Professional Teachers
and reflect on your practice as a teacher. Guided by
your understanding of the Code of Ethics for
Professional Teachers, identify the provisions that can
guide you to come up with the best action. Discuss with
your mentor and write your answers on the space
provided in each number.
Scenario 1: Teacher Antonio received a complaint
from the father of one of his advisory students regarding
the grade of his daughter in English. The father told him
that the student struggles in English but she is very
persistent to learn. He insisted that his daughter did not
deserve to receive a failing mark and demanded a
reconsideration. However, Teacher Antonio knows that
the student skips classes and seldom goes to her English
classes. As a homeroom adviser, what’s the best thing
for Teacher Antonio to do following the Code of Ethics
for Professional Teachers? Write your answer in 5-7
sentences in the space provided below. Once done,
 What did you learn about the discussion with your mentor? Did your
perspective change when you discussed the scenario with your
mentor?

68 The Teacher Induction Program - Core Course 5

Teacher Antonio was entitled to defend himself
by providing facts related to the matter, and he
was also entitled to have someone defend him if
required, according to Section 8 of the Magna
Carta for Public School Teachers. Disciplinary
Procedure Safeguards. He could use the SF2 as
proof that the concerned students were
frequently missing during his class, or he could
use his class record to indicate that the supplied
statement was correct, and that just expressing
care to the child for grades was a teacher's
approach of motivating the students.
 Key Topic 2: Provisions of the
Code of Ethics for Professional Teachers
We may define our boundaries in our
As mandated in the Code of Ethics for Professional Teachers, obligations and responsibilities by being aware
you have the responsibility to interact positively with parents,
community members, and other stakeholders in the school. about the Magna Carta for Public School
Communication with parents must be conducted regularly and Teachers. If necessary, I've used the laws to
be kept professional and free from arguments. If you have an
defend myself, and because of the discussion
issue with parents, community members, or stakeholders, it
must be presented during meetings and conferences. As a with my mentor I realized how fortunate I am to
teacher, you must recognize that education is a public service. be a public-school teacher.
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 Teacher Ronniie needs to be counseled on his
could not make it as she needs to take her comprehensive responsibilities and duties as a public-school
examination. Prior to the school’s Reading Camp, Teacher teacher. His bosses must speak with him and
Dina already expressed her intent to take a leave from the
Reading Camp. The principal also knew that she has classes provide guidance so that he understands the
every Saturday. However, due to the work demands of the advantages of participating in a seminar. In fact,
Reading Camp preparations, she requested Teacher Dina to
render her service on that day. The School Head told her that
he was fortunate to be included because the
she could help her get permission from the university to take a conference he would attend will allow him to
leave and reschedule her comprehensive examination. Choose learn new things. based on the Magna Carta for
the best answer in the scenario below.
public school teachers’ section 7, Code of
Professional Conduct for Teachers. Teachers
must be professional in his action and words.

70 The Teacher Induction Program - Core Course 5

 Pro Answ Feedba
mpt er ck
If you were in the situation of Teacher Dina, Think of the most plausible solution that could
what would you do? be equally beneficial to both parties. The
school principal has the authority to decide
a. I will just pronounce my absence during which options are best in a particular situation.
the Reading Camp without having the In the same way, as a proactive teacher, present
principal’s permission. options that align with your values as
educators and find a common ground.
b. I will follow the advice of my principal
and request for an excuse letter that I
can give to the university.
(refer to Article VII Section 1 and Section 3 of

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

d. I will negotiate with the principal and

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

Guide for Mentors and Newly Hired Teachers

71
 Pro Answ Feedba
mpt er ck
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 Implications for your Notes from the LAC
Ethics for Professional professional duties as a session
Teachers teacher
To maintain a healthy habit, you must examine and Teachers are not required to provide more than six
Scenario 1: Teacher Suzette is a new teacher in
manage your time effectively. If necessary, you may hours of real classroom instruction each day,
Mapayapa High School and was appointed as enlist the assistance of your coworkers to fulfill according to the Code of Ethics for Professional
the Campus Journalism advisor while also your obligations and responsibilities without Teachers, any teacher may be required to render more
handling a Grade 9 advisory class. She always exceeding your working hours. Teachers are not than six hours but not exceeding eight hours of actual
required to provide more than six hours of real classroom teaching a day
arrives early for her morning classes and leaves classroom instruction each day, according to the
school late in the afternoon to finish Code of Ethics for Professional Teachers, therefore
coaching student- journalists. Her mentors you must manage your time to prevent leaving the
school late and maybe disturbing your coworkers.
and colleagues always remind her that she
should work smartly and avoid staying at school
very late.
After the discussion about the graduation ceremony, Any teacher engaged in actual classroom instruction
Scenario 2: Teacher Arthur is a first-year
Teacher Arthur may go to his students' party to shall not be required to render more than six hours of
HUMSS teacher who teaches primarily Grade celebrate their graduation. For the meeting to be actual classroom teaching per day, which shall be
12 learners. At the end of the year, several of only a few hours, instructors will not be needed to scheduled to allow him time to prepare and correct
the seniors invited him to a graduation party work for more than six hours, and if they are asked exercises and other work incidental to his normal
to stay longer, it will only be for a few hours. teaching duties: Provided, however, that where the
including some teachers. His students wanted Principals are constantly mindful of the rules exigencies of the service so require, any teacher may
their teachers to join the party to celebrate the concerning working hours. be required to render more than six hours but not more
graduation of their batch. The Faculty than eight hours of actual classroom teaching per day.
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 Co-curricular and out-of-school activities, as well as
Scenario 3: Teacher Larry is a Grade 10
to supplement his family's income. He must any other activities outside of what is defined as a
Science teacher. He had been struggling recommend a buddy who is capable of tutoring the teacher's normal duties, shall be compensated at least
financially since her wife’s deposition from pupil. And, if he truly intended to aid the student, he 25% of his regular remuneration after the teacher has
work. The parents of one of his students asked may provide a remedial session and examination for completed at least six hours of actual classroom
those who had a poor grade on the quarterly exam. teaching per day, notwithstanding any provision of
Teacher Larry to tutor their daughter since they Co-curricula and out-of-school activities, as well as existing law to the contrary.
found out that she failed her periodical exam. any other activities outside of what is defined as
However, the School Head stressed that normal duties of any teacher, shall be paid an
additional compensation of at least 25% of his
teachers should not offer tutoring services to regular remuneration after the teacher has
their learners for remuneration. completed at least six hours of work,
notwithstanding any provision of existing law to the
contrary.
However, he must comply with the Principal's rule
that teachers not charge for tutoring services
provided to their students.
Guide for Mentors and Newly Hired Teachers
73
 Provisions in the Code of Ethics 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 business if the instructor and school
finances for the previous months since she had persuade students to buy her have followed the proper procedure
applied for a loan which she used for her health products; instead, she should for collaboration. A teacher may
maintenance and the renovations of their house. follow the school's existing only provide services that are
Finding herself in the difficult situation, she rules if such behavior is connected to the learning process
had an idea of doing buy-and-sell to her neighbors, prohibited, and on the other and is only entitled to a 25% extra
but it did not suffice so she searched for other hand, she should consider pay. And do not use your position
opportunities and she identified her learners starting a new business that to promote your business.
as one of her markets. Every 15 minutes before
will not potentially ruin her
the end of class, she would bring out her rummage
profession, particularly when
of items that she sells to learners and would tell
them that if they do not buy at least 2 items, she students are involved. She
will not give them a passing mark. And so, the could just conduct her business
learners buy her items until one day, she has been outside of the school after her
reported by one of the learners to the duties on the school, so as not
principal’s office and was called up for to compromise her career.
interrogation.
Scenario 5: Raya was a slow learner in almost all Teacher Reya must maintain a Maintain a healthy atmosphere to
of the subject areas, especially Mathematics. While healthy atmosphere for her your learners.
discussing linear equations, her teacher called her students, which includes
up to answer one of the equations. She went close preventing bullying. She
to the board trying her hardest to answer the should teach them not to laugh
calculations, but was not able to write the correct with their classmates while
answer. When she presented her equation to her they are doing their best. They
teacher, she saw her classmates laugh. She felt must instead assist their
very embarrassed.
classmates in learning and
coping with the topic. She
must carry out her obligations
and responsibilities as a
teacher to provide a safe and
healthy learning environment
for the students, as described
in the teacher's code of
conduct.
74 The Teacher Induction Program - Core Course 5
 Required Task: Pledge of Commitment (Portfolio Output)
Required Task 2: Answer the following questions
Now that you are done reading and analyzing
MY PLEDGE OF COMMITMENT the different provisions and articles
specified in the Code of Ethics for
Professional Teachers, please share your
insights focusing
I, , of on the learning that you gained from this session and at the
having
been appointed to the position of mental reservation or purpose of evasion.
solemnly swear that I will well and faithfully discharge to
the best of my ability the duties of my present position and of all others I
may hereafter hold under the Republic of the Philippines, that I will support SO, HELP ME GOD.
and defend the Constitution of the Philippines, that I will bear true faith and same time, other information that you think is
allegiance to the same that I will obey the laws, legal orders and Decrees necessary to understand the Code of Ethics.
promulgated by the duly constituted authorities of the Republic of the Discuss with your mentor.
Philippines and that I impose this obligation upon myself voluntary without

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
development, legislation was created to protect the in our efforts to enhance our social and economic

welfare of public school teachers and to promote, condition as public school teachers, including our living
and working circumstances, job opportunities, and career
improve, and ensure their professional rights.
possibilities.
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 Ms. Donnabel Bihasa
Development Division (PDD)
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 Research
Manager II Project Officer Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

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

Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross
Pimentel
Josefino C. Pogoy, Chinita Tolentino Jennifer F. Vivas
Jr.
80 The Teacher Induction Program - Core Course 5
 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel 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 Division of Iloilo Division of
Cavite Division Division of Negros Occidental Bohol Division
of Quezon Division of Antique of Cebu
Division of Batangas Division of Negros Oriental
Guide for Mentors and Newly Hired Teachers
81