Appendices

Appendix A
DepEd Forms
School
Register
Compiled
Grading
Sheets
Report Card
Secondary
Promotion
Class Record
 Appendix B
Lesson Plan in
Laboratory School
 Appendix C
Lesson Plan in
Cooperating School
 Appendix D
Evaluation Sheets
 Appendix E
Daily Time Records
Appendix F
Samples of
Student’s Work
Appendix G
Magna Carta for
Public School
Teachers
Magna Carta for Public

School Teachers

(R.A 4670)
REPUBLIC ACT NO. 4670

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1.Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers, their

living and working conditions, their terms of employment and career prospects in order

that they may compare favorably with existing opportunities in other walks of life, attract

and retain in the teaching profession more people with the proper qualifications, it being

recognized that advance in education depends on the qualifications and ability of the

teaching staff and that education is an essential factor in the economic growth of the

nation as a productive investment of vital importance.

 Sec. 2.Title Definition. This Act shall be known as the "Magna Carta for Public

School Teachers" and shall apply to all public school teachers except those in the

professorial staff of state colleges and universities.

As used in this Act, the term "teacher" shall mean all persons engaged in

classroom teaching, in any level of instruction, on full-time basis, including guidance

counselors, school librarians, industrial arts or vocational instructors, and all other

persons performing supervisory and/or administrative functions in all schools, colleges

and universities operated by the Government or its political subdivisions; but shall not

include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3.Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of

Education: Provided, however, that effective upon the approval of this Act, the following

shall constitute the minimum educational qualifications for teacher-applicants:

(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in

Elementary Education (B.S.E.ED.);

(b) For teachers of the secondary schools, Bachelor's degree in Education or its

equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at

least eighteen professional units in Education.

(c) For teachers of secondary vocational and two years technical courses,

Bachelor's degree in the field of specialization with at least eighteen professional units in

education;

(d) For teachers of courses on the collegiate level, other than vocational, master's

degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum

educational qualifications as hereinabove provided, the school superintendent may

appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they possess

the minimum educational qualifications or not, be required to take competitive

examinations, preference in making appointments shall be in the order of their respective

ranks in said competitive examinations: And provided, finally, That the results of the

examinations shall be made public and every applicant shall be furnished with his score

and rank in said examinations.

Sec. 4.Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the Government, no

probationary period preceding regular appointment shall be imposed if the teacher

possesses the appropriate civil service eligibility: Provided, however, That where, due to

the exigencies of the service, it is necessary to employ as teacher a person who possesses

the minimum educational qualifications herein above set forth but lacks the appropriate

civil service eligibility, such person shall be appointed on a provisional status and shall

undergo a period of probation for not less than one year from and after the date of his

provisional appointment.

Sec. 5.Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended

permanent appointment for the position he is holding after having rendered at least ten

years of continuous, efficient and faithful service in such position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and

as herein otherwise provided, no teacher shall be transferred without his consent from one

station to another.

Where the exigencies of the service require the transfer of a teacher from one

station to another, such transfer may be effected by the school superintendent who shall

previously notify the teacher concerned of the transfer and the reason or reasons therefor.

If the teacher believes there is no justification for the transfer, he may appeal his case to
the Director of Public Schools or the Director of Vocational Education, as the case may

be. Pending his appeal and the decision thereon, his transfer shall be held in

abeyance: Provided, however, That no transfers whatever shall be made three months

before any local or national election.

Necessary transfer expenses of the teacher and his family shall be paid for by the

Government if his transfer is finally approved.

Sec. 7.Code of Professional Conduct for Teachers. Within six months from the

approval of this Act, the Secretary of Education shall formulate and prepare a Code of

Professional Conduct for Public School Teachers. A copy of the Code shall be furnished

each teacher: Provided, however, That where this is not possible by reason of inadequate

fiscal resources of the Department of Education, at least three copies of the same Code

shall be deposited with the office of the school principal or head teacher where they may

be accessible for use by the teachers.

Sec. 8.Safeguards in Disciplinary Procedure. Every teacher shall enjoy

equitable safeguards at each stage of any disciplinary procedure and shall have:

a. the right to be informed, in writing, of the charges;

b. the right to full access to the evidence in the case;

c. the right to defend himself and to be defended by a representative of his choice

and/or by his organization, adequate time being given to the teacher for the preparation of

his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during

the pendency of his case.

Sec. 9.Administrative Charges. Administrative charges against a teacher shall

be heard initially by a committee composed of the corresponding School Superintendent

of the Division or a duly authorized representative who should at least have the rank of a

division supervisor, where the teacher belongs, as chairman, a representative of the local
or, in its absence, any existing provincial or national teacher's organization and a

supervisor of the Division, the last two to be designated by the Director of Public

Schools. The committee shall submit its findings and recommendations to the Director of

Public Schools within thirty days from the termination of the

hearings:Provided, however, That where the school superintendent is the complainant or

an interested party, all the members of the committee shall be appointed by the Secretary

of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of

services, based on other than professional consideration.

Sec. 11.Married Teachers. Whenever possible, the proper authorities shall take

all steps to enable married couples, both of whom are public school teachers, to be

employed in the same locality.

Sec. 12.Academic Freedom. Teachers shall enjoy academic freedom in the

discharge of their professional duties, particularly with regard to teaching and classroom

methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13.Teaching Hours. Any teacher engaged in actual classroom instruction

shall not be required to render more than six hours of actual classroom teaching a day,

which shall be so scheduled as to give him time for the preparation and correction of

exercises and other work incidental to his normal teaching duties: Provided, however,

That where the exigencies of the service so require, any teacher may be required to render

more than six hours but not exceeding eight hours of actual classroom teaching a day

upon payment of additional compensation at the same rate as his regular remuneration

plus at least twenty-five per cent of his basic pay.

 Sec. 14.Additional Compensation. Notwithstanding any provision of existing

law to the contrary, co-curricula and out of school activities and any other activities

outside of what is defined as normal duties of any teacher shall be paid an additional

compensation of at least twenty-five per cent of his regular remuneration after the teacher

has completed at least six hours of actual classroom teaching a day.

In the case of other teachers or school officials not engaged in actual classroom

instruction, any work performed in excess of eight hours a day shall be paid an additional

compensation of at least twenty-five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional

compensation required under this section. Education authorities shall refuse to allow the

rendition of services of teachers for other government agencies without the assurance that

the teachers shall be paid the remuneration provided for under this section.

Sec. 15.Criteria for Salaries. Teacher's salaries shall correspond to the

following criteria:

(a) they shall compare favorably with those paid in other occupations requiring

equivalent or similar qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for

themselves and their families; and

(c) they shall be properly graded so as to recognize the fact that certain positions

require higher qualifications and greater responsibility than others: Provided, however,

That the general salary scale shall be such that the relation between the lowest and

highest salaries paid in the profession will be of reasonable order. Narrowing of the

salary scale shall be achieved by raising the lower end of the salary scales relative to the

upper end.

Sec. 16.Salary Scale. Salary scales of teachers shall provide for a gradual

progression from a minimum to a maximum salary by means of regular increments,

granted automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum of

the salary scale shall not extend over a period of ten years.

Sec. 17.Equality in Salary Scales. The salary scales of teachers whose salaries

are appropriated by a city, municipal, municipal district, or provincial government, shall

not be less than those provided for teachers of the National Government.

Sec. 18.Cost of Living Allowance. Teacher's salaries shall, at the very least,

keep pace with the rise in the cost of living by the payment of a cost-of-living allowance

which shall automatically follow changes in a cost-of-living index. The Secretary of

Education shall, in consultation with the proper government entities, recommend to

Congress, at least annually, the appropriation of the necessary funds for the cost-of-living

allowances of teachers employed by the National Government. The determination of the

cost-of-living allowances by the Secretary of Education shall, upon approval of the

President of the Philippines, be binding on the city, municipal or provincial government,

for the purposes of calculating the cost-of-living allowances of teachers under its employ.

Sec. 19.Special Hardship Allowances. In areas in which teachers are exposed to

hardship such as difficulty in commuting to the place of work or other hazards peculiar to

the place of employment, as determined by the Secretary of Education, they shall be

compensated special hardship allowances equivalent to at least twenty-five per cent of

their monthly salary.

Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid

in legal tender of the Philippines or its equivalent in checks or treasury

warrants. Provided, however, That such checks or treasury warrants shall be cashable in

any national, provincial, city or municipal treasurer's office or any banking institutions

operating under the laws of the Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction

whatsoever from the salaries of teachers except under specific authority of law
authorizing such deductions: Provided, however, That upon written authority executed by

the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School

Teachers Association, and (2) premiums properly due on insurance policies, shall be

considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22.Medical Examination and Treatment. Compulsory medical

examination shall be provided free of charge for all teachers before they take up teaching,

and shall be repeated not less than once a year during the teacher's professional life.

Where medical examination show that medical treatment and/or hospitalization is

necessary, same shall be provided free by the government entity paying the salary of the

teachers.

In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their traveling

expenses by the government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation For Injuries. Teachers shall be protected against the

consequences of employment injuries in accordance with existing laws. The effects of the

physical and nervous strain on the teacher's health shall be recognized as a compensable

occupational disease in accordance with existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by

teachers in the public schools, they shall be entitled to study leave not exceeding one

school year after seven years of service. Such leave shall be granted in accordance with a

schedule set by the Department of Education. During the period of such leave, the

teachers shall be entitled to at least sixty per cent of their monthly

salary: Provided, however, That no teacher shall be allowed to accumulate more than one

year study leave, unless he needs an additional semester to finish his thesis for a graduate

study in education or allied courses: Provided, further, That no compensation shall be due

the teacher after the first year of such leave. In all cases, the study leave period shall be

counted for seniority and pension purposes.

The compensation allowed for one year study leave as herein provided shall be

subject to the condition that the teacher takes the regular study load and passes at least

seventy-five per cent of his courses. Study leave of more than one year may be permitted

by the Secretary of Education but without compensation.

Sec. 25.Indefinite Leave. An indefinite sick leave of absence shall be granted to

teachers when the nature of the illness demands a long treatment that will exceed one

year at the least.

Sec. 26.Salary Increase upon Retirement. Public school teachers having

fulfilled the age and service requirements of the applicable retirement laws shall be given

one range salary raise upon retirement, which shall be the basis of the computation of the

lump sum of the retirement pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27.Freedom to Organize. Public school teachers shall have the right to

freely and without previous authorization both to establish and to join organizations of

their choosing, whether local or national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in

the immediately preceding Section shall be exercised without any interference or

coercion. It shall be unlawful for any person to commit any acts of discrimination against

teachers which are calculated to:

(a) make the employment of a teacher subject to the condition that he shall not

join an organization, or shall relinquish membership in an organization,

 (b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities

outside school hours, or with the consent of the proper school authorities, within school

hours, and

(c) to prevent him from carrying out the duties laid upon him by his position in

the organization, or to penalize him for an action undertaken in that capacity.

Sec. 29.National Teacher's Organizations. National teachers' organizations

shall be consulted in the formulation of national educational policies and professional

standards, and in the formulation of national policies governing the social security of the

teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30.Rules and Regulations. The Secretary of Education shall formulate and

prepare the necessary rules and regulations to implement the provisions of this Act. Rules

and regulations issued pursuant to this Section shall take effect thirty days after

publication in a newspaper of general circulation and by such other means as the

Secretary of Education deems reasonably sufficient to give interested parties general

notice of such issuance.

Sec. 31.Budgetary Estimates. The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the provisions of the

Act concerning the benefits herein granted to public school teachers under the employ of

the National Government.

Sec. 32.Penal Provision. A person who shall willfully interfere with, restrain or

coerce any teacher in the exercise of his rights guaranteed by this Act or who shall in any

other manner commit any act to defeat any of the provisions of this Act shall, upon
conviction, be punished by a fine of not less than one hundred pesos nor more than one

thousand pesos, or by imprisonment, in the discretion of the court.

If the offender is a public official, the court shall order his dismissal from the

Government service.

Sec. 33.Repealing Clause. All Acts or parts of Acts, executive orders and their

implementing rules inconsistent with the provisions of this Act are hereby repealed,

amended or modified accordingly.

Sec. 34.Separability Clause. If any provision of this Act is declared invalid, the

remainder of this Act or any provisions not affected thereby shall remain in force and in

effect.

Sec. 35. This Act shall take effect upon its approval.

Approved: June 18, 196

 Appendix H
National Competency
Based Teacher
Standards (NCBTS)
National Competency
Based
Teacher Standards 
(NCBTS)
 The Paradigm (from Transmissional to Transactional) Shift of education in the

Philippines is the transfer of teaching concepts from the Traditional “bookish and direct

learning approach” Teaching into a 21st Century Teaching focused on developing the

learners HOTS (higher order thinking skills).

These HOTS is the demonstration of the learners critical thinking ability, and to

go beyond the four walls of the classroom by applying their learning into the 7 domains

Identified by the Department of Education (DepEd).

In the traditional way of teaching, the learners are only developing the lower part

of the Domain of Learning, which are identified as LOTS (lower order thinking skills).

This is the memorization intensive class, where the learners are forced to memorize a

long list of items, in order to be able to answer in the Objective Type quizzes and Exams.

Example: Using the LOTS, students would simply answer the question, “Who is

the first astronaut?”,and then a selection of a,b,c,d from which the students will choose

from. These is the Mechanical type of learning, where students would simply do the same

thing (memorize) and be able to answer the same type of exam or questioning method in

a heartbeat without even knowing the deeper part of it or can’t even explain the answer.

LOTS  (lower order thinking skills) are:

Knowledge, Application, Comprehension

 However, in the HOTS intensive teaching, the students would answer the types

of questions like, “What are the contribution of the Space Program to our present

generation?” or “Compare and Contrast the knowledge and understanding of humans

before the space age and during the space age?”

These types of questions, enables the learners to think critically and explain

his/her answer and to demonstrate actively in a manner that their understanding will show

the deep knowledge they have learned in the classroom.

HOTS (higher order thinking skills) are:

Analysis, Synthesis, Evaluation

With all these in mind, the Department of Education realized (at last!) that a

Paradigm shift is needed in order to change the system from the traditional ways into the

so called 21st century globally standard teacher.

Education experts around the country, including my Mentor and Dean of the

College of Education, Dr. June P. Salana, worked tirelessly together with numerous

experts nationwide in order to identify the salient points or domains needed in line with

the vision of  transforming the Filipino Teacher into a globally competitive one.

Along with the Commission on Higher education (CHED), Teacher Education

Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of Education

(DepEd) and the Civil Service Commission (CSC) in partnership with the different

academic institution, the National Competency-Based Teacher Standards (NCBTS) was

born.

Hence, the Curriculum change is the product of many years of development, this

is not the idea of the DepEd Secretary or the thousands of teachers around the country.

As mentioned by Dr. Isagani Cruz in 2001, this is the People Power Model of Curricular

Change, this is the result of the Social Change that happened to the country and the need

for education to be the Main Effort in bringing Competitiveness and

innovativeness among the people in the 21st century.

 As Mentioned in the Curriculum Development book by Dr. June P. Salana and

Dr. Rolando A. Bernales, the curriculum development of today has shifted from Learner-

Artisan relationship into Employment-Oriented (knowledge based) Curriculum.

The latest trend is to Empower the teachers, the front-liners in education, the

deliverers of knowledge,and facilitators of learning in the process of developing a

curriculum, that would reflect the Competencies, teachers and students alike should

possess and reflective of the Social Dimension of education. That learning should not be

limited to Fraction or Poem writing but rather adopting it to the real life applications and

experiences that the learner may or has experienced.

It is very important to note that this is not a JesliLapus, Pet project that may or

may not go with him after he lives the office, but a result of the societal change, a

reflection of what is happening in the society and adopting our curriculum into the 21st

century globally competent education.

The NCBTS Framework is devided in 7 Domains:

1. Social Regard for Learning (SRFL)

2. Learning Environment (LE)

3. Diversity of Learners (DOL)

4. Curriculum (Curr.)

5. Planning, Assessing Reporting (PAR)

6. Community Linkages (CL)

7. Personal Growth & Professional Development (PGPD)

According to the Framework “This will allow teachers to self-assess their own

performance against the Competency Standards in order to identify areas of strength as

well as areas that need to be developed further in order for them to function more

effectively as facilitators of learning.”

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and powerful

role models of the value in the pursuit of different efforts to learn. The teacher’s action,

statements, and different types of social interactions with students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and physical

environment within which all students, regardless of their individual differences in learning,

can engage in the different learning activities and work towards attaining high standards of

learning

Domain 3. Diversity of Learners (DOL)

The DOL domain emphasizes the ideal that teachers can facilitate the learning

process even with diverse learners, by recognizing and respecting individual differences and

by using knowledge about their differences to design diverse sets of learning activities to

ensure that all learners can attain the desired learning goals.

Domain 4.Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process that

work in convergence to help students understand the curricular goals and objectives, and to

attain high standards of learning defined in the curriculum. These elements include the

teacher’s knowledge of subject matter and the learning process, teaching-learning approaches

and activities, instructional materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

 This domain refers to the alignment of assessment and planning activities. In

particular, the PAR focuses on the

(1) use of assessment data to plan and revise teaching-learning plans;

(2) integration of assessment procedures in the plan and implementation of teaching-

learning activities, and

(3) reporting of the learners’ actual achievement and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully linked to

the experiences and aspirations of the learners in their homes and communities. Thus, this

domain focuses on teachers’ efforts directed at strengthening the links between schools and

communities to help in the attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high personal

regard for the teaching profession, concern for professional development, and continuous

improvement as teachers.

Briefer prepared by the Department of Education, November 2, 2010

 Appendix I
Code of Ethics for
Professional
Teachers
Code of ethics
for
Professional
Teachers
 CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise

known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),

section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt

the Code of Ethics for Professional Teachers.

Preamble

Teachers are duly licensed professionals who possesses dignity and

reputation with high moral values as well as technical and professional

competence in the practice of their noble profession, and they strictly adhere to,

observe, and practice this set of ethical and moral principles, standards, and

values.

Article I: Scope and Limitations

Section 1.

The Philippine Constitution provides that all educational institution shall

offer quality education for all competent teachers. Committed to its full

realization, the provision of this Code shall apply, therefore, to all teachers in

schools in the Philippines.

Section 2.

This Code covers all public and private school teachers in all educational

institutions at the preschool, primary, elementary, and secondary levels whether

academic, vocational, special, technical, or non-formal. The term “teacher” shall

include industrial arts or vocational teachers and all other persons performing

supervisory and /or administrative functions in all school at the aforesaid levels,

whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1.

The schools are the nurseries of the future citizens of the state; each

teacher is a trustee of the cultural and educational heritage of the nation and is

under obligation to transmit to learners such heritage as well as to elevate national

morality, promote national pride, cultivate love of country, instill allegiance to the

constitution and for all duly constituted authorities, and promote obedience to the

laws of the state.

Section 2.

Every teacher or school official shall actively help carry out the declared

policies of the state, and shall take an oath to this effect.

Section 3.

In the interest of the State and of the Filipino people as much as of his

own, every teacher shall be physically, mentally and morally fit.

Section 4.

Every teacher shall possess and actualize a full commitment and devotion

to duty.

Section 5.

A teacher shall not engage in the promotion of any political, religious, or

other partisan interest, and shall not, directly or indirectly, solicit, require, collect,
or receive any money or service or other valuable material from any person or

entity for such purposes.

Section 6.

Every teacher shall vote and shall exercise all other constitutional rights

and responsibility.

Section 7.

A teacher shall not use his position or official authority or influence to

coerce any other person to follow any political course of action.

Section 8.

Every teacher shall enjoy academic freedom and shall have privilege of

expounding the product of his researches and investigations; provided that, if the

results are inimical to the declared policies of the State, they shall be brought to

the proper authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1.

A teacher is a facilitator of learning and of the development of the youth;

he shall, therefore, render the best service by providing an environment conducive

to such learning and growth.

Section 2.
 Every teacher shall provide leadership and initiative to actively participate

in community movements for moral, social, educational, economic and civic

betterment. 

Section 3.

Every teacher shall merit reasonable social recognition for which purpose

he shall behave with honor and dignity at all times and refrain from such activities

as gambling, smoking, drunkenness, and other excesses, much less illicit

relations. 

Section 4.

Every teacher shall live for and with the community and shall, therefore,

study and understand local customs and traditions in order to have sympathetic

attitude, therefore, refrain from disparaging the community.

Section 5.

Every teacher shall help the school keep the people in the community

informed about the school’s work and accomplishments as well as its needs and

problems. 

Section 6.

Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when

needed, to extend counseling services, as appropriate, and to actively be involved

in matters affecting the welfare of the people. 

Section 7.
 Every teacher shall maintain harmonious and pleasant personal and

official relations with other professionals, with government officials, and with the

people, individually or collectively.

Section 8.

A teacher posses freedom to attend church and worships as appropriate,

but shall not use his positions and influence to proselyte others.

Article IV: A Teacher and the Profession

Section 1.

Every teacher shall actively insure that teaching is the noblest profession,

and shall manifest genuine enthusiasm and pride in teaching as a noble calling. 

Section 2.

Every teacher shall uphold the highest possible standards of quality

education, shall make the best preparations for the career of teaching, and shall be

at his best at all times and in the practice of his profession.

Section 3.

Every teacher shall participate in the Continuing Professional Education

(CPE) program of the Professional Regulation Commission, and shall pursue such

other studies as will improve his efficiency, enhance the prestige of the

profession, and strengthen his competence, virtues, and productivity in order to be

nationally and internationally competitive. 

Section 4.
 Every teacher shall help, if duly authorized, to seek support from the

school, but shall not make improper misrepresentations through personal

advertisements and other questionable means.

Section 5.

Every teacher shall use the teaching profession in a manner that makes it

dignified means for earning a descent living.

Article V: The Teachers and the Profession

Section 1.

Teachers shall, at all times, be imbued with the spirit of professional

loyalty, mutual confidence, and faith in one another, self-sacrifice for the common

good, and full cooperation with colleagues. When the best interest of the learners,

the school, or the profession is at stake in any controversy, teachers shall support

one another.

Section 2.

A teacher is not entitled to claim credit or work not of his own, and shall

give due credit for the work of others which he may use.

Section 3.

Before leaving his position, a teacher shall organize for whoever assumes

the position such records and other data as are necessary to carry on the work.

Section 4.

A teacher shall hold inviolate all confidential information concerning

associates and the school, and shall not divulge to anyone documents which has

not been officially released, or remove records from files without permission.
Section 5.

It shall be the responsibility of every teacher to seek correctives for what

may appear to be an unprofessional and unethical conduct of any associate.

However, this may be done only if there is incontrovertible evidence for such

conduct.

Section 6.

A teacher may submit to the proper authorities any justifiable criticism

against an associate, preferably in writing, without violating the right of the

individual concerned.

Section 7.

A teacher may apply for a vacant position for which he is qualified;

provided that he respects the system of selection on the basis of merit and

competence; provided, further, that all qualified candidates are given the

opportunity to be considered.

Article VI: The Teacher and Higher Authorities in the Profession

Section 1.

Every teacher shall make it his duty to make an honest effort to understand

and support the legitimate policies of the school and the administration regardless

of personal feeling or private opinion and shall faithfully carry them out. 

Section 2.

A teacher shall not make any false accusations or charges against

superiors, especially under anonymity. However, if there are valid charges, he

should present such under oath to competent authority.

Section 3.

A teacher shall transact all official business through channels except

when special conditions warrant a different procedure, such as when special

conditions are advocated but are opposed by immediate superiors, in which case,

the teacher shall appeal directly to the appropriate higher authority.

Section 4.

Every teacher, individually or as part of a group, has a right to seek redress

against injustice to the administration and to extent possible, shall raise grievances

within acceptable democratic possesses. In doing so, they shall avoid jeopardizing

the interest and the welfare of learners whose right to learn must be respected.

Section 5.

Every teacher has a right to invoke the principle that appointments,

promotions, and transfer of teachers are made only on the basis of merit and

needed in the interest of the service.

Section 6.

A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1.

All school officials shall at all times show professional courtesy,

helpfulness and sympathy towards teachers and other personnel, such practices

being standards of effective school supervision, dignified administration,

responsible leadership and enlightened directions.

Section 2.

School officials, teachers, and other school personnel shall consider it their

cooperative responsibility to formulate policies or introduce important changes in

the system at all levels.

Section 3.

School officials shall encourage and attend the professional growth of all

teachers under them such as recommending them for promotion, giving them due

recognition for meritorious performance, and allowing them to participate in

conferences in training programs.

Section 4.

No school officials shall dismiss or recommend for dismissal a teacher or

other subordinates except for cause. 

Section 5.

School authorities concern shall ensure that public school teachers are

employed in accordance with pertinent civil service rules, and private school

teachers are issued contracts specifying the terms and conditions of their work;

provided that they are given, if qualified, subsequent permanent tenure, in

accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1.

A teacher has a right and duty to determine the academic marks and the

promotions of learners in the subject or grades he handles, provided that such

determination shall be in accordance with generally accepted procedures of

evaluation and measurement. In case of any complaint, teachers concerned shall

immediately take appropriate actions, observing due process.

Section 2.

A teacher shall recognize that the interest and welfare of learners are of

first and foremost concern, and shall deal justifiably and impartially with each of

them.

Section 3.

Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.

Section 4.

A teacher shall not accept favors or gifts from learners, their parents or

others in their behalf in exchange for requested concessions, especially if

undeserved.

Section 5.

A teacher shall not accept, directly or indirectly, any remuneration from

tutorials other what is authorized for such service.

Section 6.

A teacher shall base the evaluation of the learner’s work only in merit and

quality of academic performance.

Section 7.
 In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional

discretion to avoid scandal, gossip and preferential treatment of the learner.

Section 8.

A teacher shall not inflict corporal punishment on offending learners nor

make deductions from their scholastic ratings as a punishment for acts which are

clearly not manifestation of poor scholarship.

Section 9.

A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in

preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1.

Every teacher shall establish and maintain cordial relations with parents,

and shall conduct himself to merit their confidence and respect.

Section 2.

Every teacher shall inform parents, through proper authorities, of the

progress and deficiencies of learner under him, exercising utmost candor and tact

in pointing out the learner's deficiencies and in seeking parent’s cooperation for

the proper guidance and improvement of the learners.

Section 3.
 A teacher shall hear parent’s complaints with sympathy and

understanding, and shall discourage unfair criticism.

Article X: The Teacher and Business

Section 1.

A teacher has the right to engage, directly or indirectly, in legitimate

income generation; provided that it does not relate to or adversely affect his work

as a teacher.

Section 2.

A teacher shall maintain a good reputation with respect to the financial

matters such as in the settlement of his debts and loans in arranging satisfactorily

his private financial affairs.

Section 3.

No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school

commodities in the purchase and disposal of which he can exercise official

influence, except only when his assignment is inherently, related to such purchase

and disposal; provided they shall be in accordance with the existing regulations;

provided, further, that members of duly recognized teachers cooperatives may

participate in the distribution and sale of such commodities.

Article XI: The Teacher as a Person

Section 1.
 A teacher is, above all, a human being endowed with life for which it is

the highest obligation to live with dignity at all times whether in school, in the

home, or elsewhere.

Section 2.

A teacher shall place premium upon self-discipline as the primary

principle of personal behavior in all relationships with others and in all situations.

Section 3.

A teacher shall maintain at all times a dignified personality which could

serve as a model worthy of emulation by learners, peers and all others.

Section 4.

A teacher shall always recognize the Almighty God as guide of his own

destiny and of the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1.

Any violation of any provision of this code shall be sufficient ground for

the imposition against the erring teacher of the disciplinary action consisting of

revocation of his Certification of Registration and License as a Professional

Teacher, suspension from the practice of teaching profession, or reprimand or

cancellation of his temporary/special permit under causes specified in Sec. 23,

Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and

Regulations Implementing R.A. 7836.

Article XIII: Effectivity

Section 1.
 This Code shall take effect upon approval by the Professional Regulation

Commission and after sixty (60) days following its publication in the Official

Gazette or any newspaper of general circulation, whichever is earlier.

CODE OF ETHICS
FOR EDUCATORS
 CODE OF ETHICS FOR EDUCATORS

This Code of Ethics for Educators was developed by the distinguished

AAE Advisory Board and by the Executive Committee of AAE.

It contains four basic principles relating to the rights of students and educators.

OVERVIEW

The professional educator strives to create a learning environment that

nurtures to fulfillment the potential of all students. 

The professional educator acts with conscientious effort to exemplify the

highest ethical standards.

The professional educator responsibly accepts that every child has a right

to an uninterrupted education free from strikes or any other work stoppage tactics.

PRINCIPLE I: Ethical Conduct toward Students

The professional educator accepts personal responsibility for teaching

students character qualities that will help them evaluate the consequences of and

accept the responsibility for their actions and choices. We strongly affirm parents

as the primary moral educators of their children. Nevertheless, we believe all

educators are obligated to help foster civic virtues such as integrity, diligence,
responsibility, cooperation, loyalty, fidelity, and respect-for the law, for human

life, for others, and for self.

The professional educator, in accepting his or her position of public trust,

measures success not only by the progress of each student toward realization of

his or her personal potential, but also as a citizen of the greater community of the

republic.

1. The professional educator deals considerately and justly with each student, and

seeks to resolve problems, including discipline, according to law and school

policy.

2. The professional educator does not intentionally expose the student to

disparagement.

3. The professional educator does not reveal confidential information concerning

students, unless required by law.

4. The professional educator makes a constructive effort to protect the student

from conditions detrimental to learning, health, or safety.

5. The professional educator endeavors to present facts without distortion, bias, or

personal prejudice.

PRINCIPLE II: Ethical Conduct toward Practices and Performance

The professional educator assumes responsibility and accountability for

his or her performance and continually strives to demonstrate competence.

The professional educator endeavors to maintain the dignity of the profession by

respecting and obeying the law, and by demonstrating personal integrity.

1. The professional educator applies for, accepts, or assigns a position or a

responsibility on the basis of professional qualifications, and adheres to the terms

of a contract or appointment.

2. The professional educator maintains sound mental health, physical stamina, and

social prudence necessary to perform the duties of any professional assignment.

3. The professional educator continues professional growth.

4. The professional educator complies with written local school policies and

applicable laws and regulations that are not in conflict with this code of ethics.

5. The professional educator does not intentionally misrepresent official policies

of the school or educational organizations, and clearly distinguishes those views

from his or her own personal opinions.

6. The professional educator honestly accounts for all funds committed to his or

her charge.

7. The professional educator does not use institutional or professional privileges

for personal or partisan advantage.

PRINCIPLE III: Ethical Conduct toward Professional Colleagues

The professional educator, in exemplifying ethical relations with

colleagues, accords just and equitable treatment to all members of the profession.

1. The professional educator does not reveal confidential information concerning

colleagues unless required by law.

2. The professional educator does not willfully make false statements about a

colleague or the school system.

3. The professional educator does not interfere with a colleague's freedom of

choice, and works to eliminate coercion that forces educators to support actions

and ideologies that violate individual professional integrity.

PRINCIPLE IV: Ethical Conduct toward Parents and Community

The professional educator pledges to protect public sovereignty over

public education and private control of private education.

The professional educator recognizes that quality education is the common goal

of the public, boards of education, and educators, and that a cooperative effort is

essential among these groups to attain that goal.

1. The professional educator makes concerted efforts to communicate to parents

all information that should be revealed in the interest of the student.

2. The professional educator endeavors to understand and respect the values and

traditions of the diverse cultures represented in the community and in his or her

classroom.

3. The professional educator manifests a positive and active role in

school/community relations.

Appendix J
Batas Pambansa

Blg. 232
 BATAS

PAMBANSA 232

BATAS PAMBANSA BLG. 232

September 11, 1982

AN ACT PROVIDING FOR THE ESTABLISHMENT AND

MAINTENANCE OF AN INTEGRATED SYSTEM OF EDUCATION

I. GENERAL PROVISIONS
 CHAPTER-1

Preliminary Matters

Section 1.Title - This Act shall be known as the "Education Act of 1982."

Section 2.Coverage - This Act shall apply to and govern both formal and non-

formal systems in public and private schools in all levels of the entire

educational system.

CHAPTER2

Declaration of Basic State Policy and Objectives

Section 3. Declaration of Basic Policy - It is the policy of the State to

established and maintain a complete, adequate and integrated system of

education relevant to the goals of national development. Toward this end, the

government shall ensure, within the context of a free and democratic system,

maximum contribution of the educational system to the attainment of the

following national developmental goals:

1. To achieve and maintain an accelerating rate of economic development and

social progress;

2. To ensure the maximum participation of all the people in the attainment and

enjoyment of the benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and preserve,

develop and promote desirable cultural, moral and spiritual values in a changing

world.

The State shall promote the right of every individual to relevant quality

education, regardless of sex, age, creed, socio-economic status, physical and

mental conditions, racial or ethnic origin, political or other affiliation. The State
shall therefore promote and maintain equality of access to education as well as

the enjoyment of the benefits of education by all its citizens.

The state shall promote the right of the nation's cultural communities in the

exercise of their right to develop themselves within the context of their cultures,

customs, traditions, interest and belief, and recognizes education as an

instrument for their maximum participation in national development and in

ensuring their involvement in achieving national unity.

Section 4.Declaration of Objectives - The educational system aim to:

1. Provide for a broad general education that will assist each individuals in the

peculiar ecology of his own society, to

(a) attain his potentials as a human being;

(b) enhance the range and quality of individual and group participation in

the basic functions of society; and

(c) acquire the essential educational foundation of his development into a

productive and versatile citizen;

2. Train the nation's manpower in the middle-level skills for national

development;

3. Develop the profession that will provide leadership for the nation in the

advancement of knowledge for improving the quality of human life; and

4. Respond effectively to changing needs and conditions of the nation through a

system of educational planning and evaluation.

Towards the realization of these objectives, and pursuant to the Constitution, all

educational institutions shall aim to inculcate love of country, teach the duties of
citizenship, and develop moral character, personal discipline, and scientific,

technological, and vocational efficiency.

Furthermore, the educational system shall reach out to educationally deprived

communities, in order to give meaningful reality to their membership in the

national society, to enrich their civic participation in the community and

national life, and to unify all Filipinos into a free and just nation.

II. THE EDUCATIONAL COMMUNITY

CHAPTER-1

Preliminary Provisions

Section 5. Declaration of Policy and Objectives - It is likewise declared

government policy to foster, at all times, a spirit of shared purposes and

cooperation among the members and elements of the educational community, and

between the community and other sectors of society, in the realization that only in

such an atmosphere can be true goals and objectives of education be fulfilled.

Moreover, the State shall:

1. Aid and support the natural right and duty of parents in the rearing of the youth

through the educational system.

2. Promote and safeguard the welfare and interest of the students by defining their

rights and obligations, according them privileges, and encouraging the

establishment of sound relationships between them and the other members of the

school community.
3. Promote the social economic status of all school personnel, uphold their rights,

define their obligations, and improve their living and working conditions and

career prospects.

4. Extend support to promote the viability of those institutions through which

parents, students and school personnel seek to attain their educational goals.

Section 6.Definition and Coverage - "Educational community" refers to those

persons or groups of persons as such or associated in institutions involved in

organized teaching and learning systems.

The members and elements of the educational community are:

1. "Parents" or guardians or the head of the institution or foster home which has

custody of the pupil or student.

2. "Students," or those enrolled in and who regularly attend and educational

institution of secondary or higher level of a person engaged in formal study.

"Pupils," are those who regularly attend a school of elementary level under the

supervision and tutelage of a teacher.

3 "School personnel," or all persons working for an educational institution, which

includes the following:

a. "Teaching or academic staff," or all persons engaged in actual teaching

and/or research assignments, either on full-time or part-time basis, in all

levels of the educational system.

b. "School administrators," or all persons occupying policy implementing

positions having to do with the functions of the school in all levels.

c. "Academic non-teaching personnel," or those persons holding some

academic qualifications and performing academic functions directly

 supportive of teaching, such as registrars, librarians, research assistants,

research aides, and similar staff.

d. "Non-academic personnel," or all other school personnel not falling

under the definition and coverage of teaching and academic staff, school

administrators and academic non-teaching personnel.

4. "Schools," or institutions recognized by the State which undertake educational

operations.

Section 7.Community Participation. - Every educational institution shall provide

for the establishment of appropriate bodies through which the members of the

educational community may discuss relevant issues, and communicate

information and suggestions for assistance and support of the school and for the

promotion of their common interest.

Representatives from each subgroup of the educational community shall sit and

participate in these bodies, the rules and procedures of which must be approved

by them and duly published.

CHAPTER-2

Rights

Section 8. Rights of Parents - In addition to other rights under existing laws, all

parents who have children enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the purpose of

providing a forum for the discussion of matters relating to the total school

program, and for ensuring the full cooperation of parents and teachers in the

formulation and efficient implementation of such programs.

2. The right to access to any official record directly relating to the children who

are under their parental responsibility.

Section 9. Right of Students in School - In addition to other rights, and subject to

the limitation prescribed by law and regulations, and student and pupils in all

schools shall enjoy the following rights:

1. The right to receive, primarily through competent instruction, relevant quality

education in line with national goals and conducive to their full development as

person with human dignity.

2. The right to freely chose their field of study subject to existing curricula and to

continue their course therein up to graduation, except in cases of academic

deficiency, or violation of disciplinary regulations.

3. The right to school guidance and counseling services for decisions and

selecting the alternatives in fields of work suited to his potentialities.

4. The right of access to his own school records, the confidentiality of which the

school shall maintain and preserve.

5. The right to the issuance of official certificates, diplomas, transcript of records,

grades, transfer credentials and other similar documents within thirty days from

request.

6. The right to publish a student newspaper and similar publications, as well as the

right to invite resource persons during assemblies, symposia and other activities

of similar nature.

7. The right to free expression of opinions and suggestions, and to effective

channels of communication with appropriate academic channels and

administrative bodies of the school or institution.

8. The right to form, establish, join and participate in organizations and societies

recognized by the school to foster their intellectual, cultural, spiritual and physical
growth and development, or to form, establish, join and maintain organizations

and societies for purposes not contrary to law.

9. The right to be free from involuntary contributions, except those approved by

their own he organizations or societies.

Section 10. Rights of all School Personnel - In addition to other rights provided

for by law, the following rights shall be enjoyed by all school personnel:

1. The right to free expression of opinion and suggestions, and to effective

channels of communication with appropriate academic and administrative bodies

of the school or institution.

2. The right to be provided with free legal service by the appropriate government

office in the case of public school personnel, and through the school authorities

concerned in the case of private school personnel, when charged in an

administrative, civil and/or criminal proceedings by parties other than the school

or regulatory authorities concerned for actions committed directly in the lawful

discharge of professional duties and/or in defense of school policies.

3. The right to establish, join and maintain labor organizations and/or professional

and self-regulating organizations of their choice to promote their welfare and

defend their interests.

4. The right to be free from involuntary contributions except those imposed by

their own organizations.

Section 11. Special Rights and/or Privileges of Teaching or Academic Staff  -

Further to the rights mentioned in the preceding Section, every member of the

teaching or academic staff shall enjoy the following rights and/or privileges:
1. The right to be free from compulsory assignments not related to their duties as

defined in their appointments or employment contracts, unless compensated

therefor, conformably to existing law.

2. The right to intellectual property consistent with applicable laws.

3. Teachers shall be deemed persons in authority when in the discharge of lawful

duties and responsibilities, and shall, therefore, be accorded due respect and

protection.

4. Teachers shall be accorded the opportunity to choose alternative career lines

either in school administration, in classroom teaching, or others, for purposes of

career advancement.

Section 12. Special Rights of School Administration - School administrators shall,

in accordance with existing laws, regulations and policies of the Ministry of

Education, Culture and Sports, be accorded sufficient administrative discretion

necessary for the efficient and effective performance of their functions.

School administrators shall be deemed persons in authority while in the discharge

of lawful duties and responsibilities, and shall therefore be accorded due respect

and protection.

Section 13. Rights of Schools - In addition to other rights provided for by law,

schools shall enjoy the following:

1. The right of their governing boards or lawful authorities to provide for the

proper governance of the school and to adopt and enforce administrative or

management systems.

2. The right for institutions of higher learning to determine on academic grounds

who shall be admitted to study, who may teach, and what shall be subjects of the

study and research.

 CHAPTER-3

Duties and Obligations

Section 14. Duties of Parents. - In addition to those provided for under existing

laws, all parents shall have the following duties and obligations:

1. Parents, individually or collectively, through the school systems, shall help

carry out the educational objectives in accordance with national goals.

2. Parents shall be obliged to enable their children to obtain elementary education

and shall strive to enable them to obtain secondary and higher education in the

pursuance of the right formation of the youth.

3. Parents shall cooperate with the school in the implementation of the school

program curricular and co-curricular.

Section 15. Duties and Responsibilities of Students - In addition to those provided

for under existing laws, every student shall:

1. Exert his utmost to develop his potentialities for service, particularly by

undergoing an education suited to his abilities, in order that he may become an

asset to his family and to society.

2. Uphold the academic integrity of the school, endeavor to achieve academic

excellence and abide by the rules and regulations governing his academic

responsibilities and moral integrity.

3. Promote and maintain the peace and tranquility of the school by observing the

rules and discipline, and by exerting efforts to attain harmonious relationships

with fellow students, the teaching and academic staff and other school personnel.
4. Participate actively in civic affairs and in the promotion of the general welfare,

particularly in the social, economic and cultural development of his community

and in the attainment of a just, compassionate and orderly society.

5. Exercise his rights responsibly in the knowledge that he is answerable for any

infringement or violation of the public welfare and of the rights of others.

Section 16. Teacher's Obligations - Every teacher shall:

1. Perform his duties to the school by discharging his responsibilities in

accordance with the philosophy, goals, and objectives of the school.

2. Be accountable for the efficient and effective attainment of specified learning

objectives in pursuance of national development goals within the limits of

available school resources.

3. Render regular reports on performance of each student and to the latter and the

latter's parents and guardians with specific suggestions for improvement.

4. Assume the responsibility to maintain and sustain his professional growth and

advancement and maintain professionalism in his behavior at all times.

5. Refrain from making deductions in students' scholastic rating for acts that are

clearly not manifestations of poor scholarship.

6. Participate as an agent of constructive social, economic, moral, intellectual,

cultural and political change in his school and the community within the context

of national policies.

Section 17. School Administrators' Obligations - Every school administrator shall:

1. Perform his duties to the school by discharging his responsibilities in

accordance with the philosophy, goals and objectives of the school.

2. Be accountable for the efficient and effective administration and management

of the school.

3. Develop and maintain a healthy school atmosphere conducive to the promotion

and preservation of academic freedom and effective teaching and learning, and to

harmonious and progressive school-personnel relationship.

4. Assume and maintain professional behavior in his work and in dealing with

students, teachers, academic non-teaching personnel, administrative staff, and

parents or guardians.

5. Render adequate reports to teachers, academic non-teaching personnel and non-

academic staff on their actual performance in relation to their expected

performance and counsel them on ways of improving the same.

6. Observe due process, fairness, promptness, privacy, constructiveness and

consistency in disciplining his teachers and other personnel.

7. Maintain adequate records and submit required reports to the Ministry of

Education, Culture and Sports.

Section 18. Obligations of Academic Non-Teaching Personnel - Academic non-

teaching personnel shall:

1. Improve himself professionally be keeping abreast of the latest trends and

techniques in his profession.

2. Assume, promote and maintain an atmosphere conducive to service and

learning.

3. Promote and maintain an atmosphere conducive to service and learning.

 III. THE EDUCATIONAL SYSTEMS

CHAPTER-1

Formal Education

Section 19. Declaration of Policy. - The State recognizes that formal education, or

the school system, in society's primary learning system, and therefore the main

instrument for the achievement of the country's educational goals and objectives.

Section 20. Definition - "Formal Educational" refers to the hierarchically

structured and chronologically graded learning organized and provided by the

formal school system and for which certification is required in order for the

learner to progress through the grades or move to higher levels. Formal education

shall correspond to the following levels:

1. Elementary Education. - the first stage of compulsory, formal education

primarily concerned with providing basic education and usually corresponding to

six or seven grades, including pre-school programs.

2. Secondary Education. - the state of formal education following the elementary

level concerned primarily with continuing basic education and expanding it to

include the learning of employable gainful skills, usually corresponding to four

years of high school.

3. Tertiary Education. - post secondary schooling is higher education leading to a

degree in a specific profession or discipline.

Section 21. Objectives of Elementary Education - The objectives of elementary

education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential

to personal development and necessary for living in and contributing to a

developing and changing social milieu;

2. To provide learning experiences which increase the child's awareness of and

responsiveness to the changes in and just demands of society and to prepare him

for constructive and effective involvement;

3. To promote and intensify the child's knowledge of, identification with, and love

for the nation and the people to which he belongs; and

4. To promote work experiences which develop the child's orientation to the

world of work and creativity and prepare himself to engage in honest and gainful

work.

Section 22. Objectives of Secondary Education. - The objectives of secondary

education are:

1. To continue to promote the objectives of elementary education; and

2. To discover and enhance the different aptitudes and interests of the students so

as to equip him with skills for productive endeavor and/or prepare him for tertiary

schooling.

Section 23. Objective of Tertiary Education. - The objectives of tertiary education

are:

1. To provide a general education program that will promote national identity,

cultural consciousness, moral integrity and spiritual vigor;

2. To train the nation's manpower in the skills required for national development;

3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for

improving the quality of human life and responding effectively to changing

societal needs and conditions.

CHAPTER-2

Non-Education and Specialized Educational Services

Section 24. Specialized Educational Service - The State further recognizes its

responsibility to provide, within the context of the formal education system,

services to meet special needs of certain clientele. These specific types, which

shall be guided by the basic policies of the State embodied in the General

Provisions of this Act, include:

1. "Work Education," or "Practical Arts," as a program of basic education which

aims to develop the right attitudes towards work; and "technical-vocational

education," post-secondary but non-degree programs leading to one, two, or three

year certificates in preparation for a group of middle-level occupations.

2. "Special Education," the education of persons who are physically, mentally,

emotionally, socially, or culturally different from the so-called "normal"

individuals that they require modification of school practices/services to develop

them to their maximum capacity; and

3. "Non-formal Education," any organized school-based educational activities

undertaken by the Ministry of Education, Culture and Sports and other agencies

aimed at attaining specific learning objectives for a particular clientele, especially

the illiterates and the out-of-school youth and adults, distinct from and outside the

regular offerings of the formal school system.

The objectives of non-formal education are as follows:

 a. To eradicate illiteracy and raise the level of functional literacy of the

population;

b. To provide unemployed and underemployed youth and adults with

appropriate vocational/technical skills to enable them to become more

productive and effective citizens; and

c. To develop among the clientele of non-formal education proper values

and attitudes necessary for personal, community and national

development.

CHAPTER-3

Establishment of Schools

Section 25. Establishment of Schools - All schools shall be established in

accordance with law. The establishment of new national schools and the

conversion of existing schools from elementary to national secondary or tertiary

schools shall be by law: Provided, That any private school proposed to be

established must incorporate as an non-stock educational corporation in

accordance with the provisions of the Corporation Code of the Philippines. This

requirement to incorporate may be waived in the case of family-administered pre-

school institutions.

Government assistance to such schools for educational programs shall be used

exclusively for that purpose.

Section 26. Definition of Terms - The terms used in this Chapter are defined as

follows:

1. "Schools" are duly established institutions of learning or educational

institutions.
2. "Public Schools" are educational institutions established and administered by

the government.

3. "Private Schools" are educational institutions maintained and administered by

private individuals or groups.

Section 27. Recognition of Schools - The educational operations of schools shall

be subject to their prior authorization of the government, and shall be affected by

recognition. In the case of government operated schools, whether local, regional,

or national, recognition of educational programs and/or operations shall be

deemed granted simultaneously with establishment.

In all other case the rules and regulations governing recognition shall be

prescribed and enforced by the Ministry of Education, Culture and Sports defining

therein who are qualified to apply, providing for a permit system, stating the

conditions for the grant of recognition and for its cancellation and withdrawal,

and providing for related matters.

Section 28. Effects of Recognition; Punishable Violations - The issuance of a

certificate of recognition to a school shall have the following effects:

1. It transforms the temporary permit to a permanent authority to operate;

2. It entitled the school or college to give the students who have completed the

course for which recognition is granted, a certificate, title or diploma; and

3. It shall entitle the students who have graduated from said recognized course or

courses to all the benefits and privileges enjoyed by graduates in similar courses

of studies in all schools recognized by the government.

Operation of schools and educational programs without authorization, and/or

operation thereof in violation of the terms of recognition, are hereby declared

punishable violations subject to the penalties provided in this Act.

Section 29. Voluntary Accreditation - The Ministry shall encourage programs of

voluntary accreditation for institution which desire to meet standards of quality

over and above minimum required for State recognition.

CHAPTER-4

Internal Organization of Schools

Section 30. Organization of Schools - Each school shall establish such

internal organization as will best enable it to carry out its academic and

administrative functions, subject to limitations provided by law.

Each school establish such arrangements for the peaceful settlement of disputes

between or among the members of the educational community.

Section 31. Governing Board - Every government college or university as a

tertiary institution and every private school shall have a governing board pursuant

to its charter or the Corporation Code of the Philippines, as the case may be.

Section 32. Personnel Transactions - The terms and conditions of employment of

personnel in government schools shall be governed by the Civil Service,

budgetary and compensation laws and rules.

In private schools, dispute arising from employer-employee relations shall fall

under the jurisdiction of the Ministry of Labor and Employment as provided for

by law regulations: Provided, That in view of the special employment status of the

teaching and academic non-teaching personnel, and their special roles in the

advancement of knowledge, standards set or promulgated jointly by the Ministry

of Education, Culture and Sports and by the Ministry of Labor and Employment

shall be applied by the Ministry of Labor and Employment: Provided, further,

That every private school shall establish and implement an appropriate system

within the school for the prompt and orderly settlement of provisions of Articles

262 and 263 of the Labor Code.

 CHAPTER-5

School Finance and Assistance

Section 33. Declaration of Policy - It is hereby declared to be the policy of the

State that the national government shall contribute to the financial support of

educational programs pursuant to goals of education as declared in the

Constitution. Towards this end, the government shall:

1. Adopt measures to broaden access to education through financial assistance and

other forms of incentives to schools, teachers, pupils and students; and

2. Encourage and stimulate private support to education through, inter alia, fiscal

and other assistance measures.

A. FUNDING OF REPUBLIC SCHOOLS

Section 34. National Funds - Public school shall continue to be funded from

national funds: Provided, That local governments shall be encouraged to assume

operation of local public schools on the basis of national fund participation and

adequate revenue sources which may be assigned by the national government for

the purpose.

Section 35. Financial Aid Assistance to Public Secondary Schools - The national

government shall extend financial aid and assistance to public secondary schools

established and maintained by local governments, including barangay high

schools.

Section 36. Share of Local Government - Provinces, cities and municipalities and

barangays shall appropriate funds in their annual budgets for the operation and

maintenance of public secondary schools on the basis of national fund

participation.
Section 37. Special Education Fund - The proceeds of the Special Education Fund

accruing to local governments shall be used exclusively for the purposes

enumerated in Section 1 of Republic Act No. 5447, and in accordance with rules

and regulations issued by the Ministry of Education, Culture and Sports and the

Ministry of the Budget. Said proceeds shall be considered a local fund and shall

be subject to Presidential Decrees No. 477, Presidential Decree No. 1375 and

other applicable local budget laws and regulations.

Section 38. Tuition and other School Fees - Secondary and post-secondary

schools may charge tuition and other school fees, in order to improve facilities or

to accommodate more students.

Section 39. Income from other Sources - Government-supported educational

institution may receive grants, legacies, donations and gifts for purposes allowed

by existing laws.

Furthermore, income generated from production activities and from auxiliary

enterprises may be retained and used for schools concerned in accordance with

rules and regulations jointly issued consistently with pertinent appropriation and

budgetary laws by the Ministry of the Budget, the Ministry of Education, Culture

and Sports and the Commission on Audit.

B. FUNDING OF PRIVATE SCHOOLS

Section 40. Funding of Private Schools - Private schools may be funded from

their capital investment or equity contributions, tuition fees and other school

charges, grants, loans, subsidies, passive investment income and income from

other sources.

Section 41. Government Assistance - The government, in recognition of their

complementary role in the educational system, may provide aid to the programs

of private schools in the form of grants or scholarships, or loans from government

financial institutions: Provided, That such programs meet certain defined

educational requirements and standards and contribute to the attainment of

national development goals.

Section 42. Tuition and Other Fees - Each private school shall determine its rate

of tuition and other school fees or charges. The rates and charges adopted by

schools pursuant to this provision shall be collectible, and their application or use

authorized, subject to rules and regulations promulgated by the Ministry of

Education, Culture and Sports.

Section 43. Income from Other Sources - Any private school duly recognized by

the government, may receive any grant and legacy, donation, gift, bequest or

devise from any individual, institution, corporation, foundation, trust of

philanthropic organization, or research institution or organization as may be

authorized by law.

Furthermore, private schools are authorized to engage in any auxiliary enterprise

to generate income primarily to finance their educational operations and/or to

reduce the need to increase students' fees.

Section 44. Institutional Funds - The proceeds from tuition fees and other school

charges, as well as other income of schools, shall be treated as institutional funds.

Schools may pool their institutional funds, in whole or in part, under joint

management for the purpose of generating additional financial resources.

C. INCENTIVES TO EDUCATION

Section 45. Declaration of Policy - It is the policy of the State in the pursuit of its

national education development goals to provide an incentive program to

encourage the participation of the community in the development of the

educational sector.
Section 46. Relating to School Property - Real property, such as lands, buildings

and other improvements thereon used actually, directly and exclusively for

educational purposes shall be subject to the real property tax based on an

assessment of fifteen per cent of the market value of such property: Provided,

That all the proceeds from the payment thereof shall accrue to a special private

education fund which shall be managed and disbursed by a local private school

board which shall be constituted in each municipality or chartered city with

private educational institutions with the mayor or his representative as chairman

and not more than two representatives of the institutional taxpayers, and, likewise,

not more than two residents of the municipality or chartered city who are alumni

of any of the institutional taxpayers as members: Provided, further, That fifty

percent of the additional one percent tax on real estate property provided for

under Republic Act 5447, shall accrue to the special private education fund:

Provided, finally, That in municipalities or chartered cities wherein the number of

private institutions with individual enrollment of pupils and students over five

thousand exceeds fifteen, the members of the private school board shall be

increased to not more than fourteen members determined proportionately by the

Minister of Education, Culture and Sports. The private school board shall adopt

its own rules which shall enable it to finance the annual programs and projects of

each institutional taxpayer for the following purposes; student-pupil scholarships;

improvement of instructional, including laboratory, facilities and/or equipment;

library books and periodicals acquisition; and extension service in the community,

in that order of priority.

Section 47. Relating to Gifts or Donations to Schools - All gifts or donation in

favor of any school, college or university recognized by the Government shall not

be subject to tax; Provided, That such gifts or donations shall be for improvement

of classrooms and laboratory of library facilities, and shall not inure to the benefit

of any officer, director, official, or owner or owners of the school, or paid out as
salary, adjustments or allowance of any form or nature whatsoever, except in

support of faculty and/or professorial chairs.

Section 48. Relating to Earnings from Established Scholarship Funds - All

earnings from the investment of any duly established scholarship fund of any

school recognized by the government, constituted from gifts to the school, and/or

from contributions or other resources assigned to said fund by the school, if said

earnings are actually used to fund additional scholarship grants to financially

deserving students shall be exempt from tax until the scholarship fund is fully

liquidated, when the outstanding balance thereof shall be subject to tax.

Section 49. School Dispersal Program - All gains realized from the sale,

disposition or transfer of property, real or personal, of any duly established private

school, college or university, in pursuance of a school dispersal program of the

government or of the educational institution as approved by the government, shall

be considered exempt from tax if the total proceeds of the sale are reinvested in a

new or existing duly established school, college, or university located in the

dispersal site, within one (1) year from the date of such sale, transfer or

disposition; otherwise, all taxes due on the gains realized from the transaction

shall immediately become due and payable.

Section 50. Conversion to Educational Foundations - An educational institution

may convert itself into a non-stock, non-profit educational foundation, in

accordance with the implementing rules to be issued jointly by the Ministry of

Education, Culture and Sports and the Ministry of Finance.

In the case of stock corporations, if for any reason its corporate existence as an

educational institution ceases and is not renewed, all its net assets after liquidation

of the liabilities and other obligations may be conveyed and transferred to any

non-profit educational institution or successor non-profit educational institution or

to be used in such manner as in the judgment of said court will best accomplish
the general purposes for which the dissolved organization was organized, or to the

State.

D. ASSISTANCE TO STUDENTS

Section 51. Government Assistance to Students - The government shall provide

financial assistance to financially disadvantaged and deserving students. Such

assistance may be in the form of State scholarships, grants-in-aid, assistance from

the Educational Loan Fund, or subsidized tuition rates in State colleges and

universities.

All the above and similar assistance programs shall provide for reserve quotas for

financially needed but academically qualified students from the national cultural

communities.

Section 52. Grant of Scholarship Pursuant to Existing Laws - Educational

institutions shall be encouraged to grant scholarships to students pursuant to the

provisions of existing laws and such scholarship measures as may hereafter be

provided for by law.

Section 53. Assistance from the Private Sector - The private sector, especially

educational institutions, business and industry, shall be encouraged to grant

financial assistance to students, especially those undertaking research in the fields

of science and technology or in such projects as may be necessary within the

context of national development.

IV. THE MINISTRY OF EDUCATION, CULTURE AND SPORTS

CHAPTER-1

General Provisions

Section 54. Declaration of Policy - The administration of the education system

and, pursuant to the provisions of the Constitution, the supervision and regulation
of educational institutions are hereby vested in the Ministry of Education, Culture

and Sports, without prejudice to the provisions of the charter of any state college

and university.

Section 55. Organization - The Ministry shall be headed by the Minister of

Education, Culture and Sports who shall be assisted by one or more Deputy

Ministers.

The organization of the Ministry shall consist of (a) the Ministry Proper

composed of the immediate Office of the Minister, and the Services of the

Ministry, (b) the Board of Higher Education, which is hereby established, (c) the

Bureau of Elementary Education, the Bureau of Secondary Education, the Bureau

of Higher Education, the Bureau of Technical and Vocational Education, and the

Bureau of Continuing Education, which are hereby established, (d) Regional

offices and field offices, (e) the National Scholarship Center and such other

agencies as are now or may be established pursuant to law, and (f) the cultural

agencies, namely: the National Library, the National Historical Institute, the

National Museum, and the Institute of National Language. Such of the above

offices as are created or authorized to be established under this provision, shall be

organized and staffed and shall function, subject to the approval of the President,

upon recommendation of the Minister of Education, Culture and Sports in

consultation with the Presidential Commission on Reorganization.

Section 56. The National Board of Education is hereby abolished, and its

appropriations, personnel, records, and equipment are hereby transferred to the

Office of the Minister of Education, Culture and Sports.

Section 57. Functions and Powers of the Ministry - The Ministry shall:

1. Formulate general education objectives and policies, and adopt long-range

educational plans;
2. Plan, develop and implement programs and projects in education and culture;

3. Promulgate rules and regulations necessary for the administration, supervision

and regulation of the educational system in accordance with declared policy;

4. Set up general objectives for the school system;

5. Coordinate the activities and functions of the school system and the various

cultural agencies under it;

6. Coordinate and work with agencies concerned with the educational and cultural

development of the national cultural communities; and

7. Recommend and study legislation proposed for adoption.

Section 58. Report to the BatasangPambansa. - The Minister of Education,

Culture and Sports shall make an annual report to the BatasangPambansa on the

implementation of the national basic education plan, the current condition of the

education programs, the adequacy or deficiency of the appropriations and status

of expenditures, the impact of education on the different regions, the growth of

enrollment, the adequacy of academic facilities, the concentration of low income

groups, or the supply of teaching and non-teaching personnel, with such

comments and appropriate recommendations thirty (30) days before the opening

of its regular session.

CHAPTER-2

Board Of Higher Education

Section 59. Declaration of Policy - Higher education will be granted towards the

provision of better quality education, the development of middle and high-level

manpower, and the intensification of research and extension services. The main

thrust of higher education is to achieve equity, efficiency, and high quality in the

institutions of higher learning both public and private, so that together they will
provide a complete set of program offerings that meet both national and regional

development needs.

Section 60. Organization of the Board of Higher Education - The Board of Higher

Education is reconstituted as an advisory body to the Minister of Education,

Culture and Sports. The Board shall be composed of a Deputy Minister of

Education, Culture and Sports designated as Chairman and four other members to

be appointed by the President of the Philippines upon nomination by the Minister

of Education, Culture and Sports for a term of four years. The four members shall

have distinguished themselves in the field of higher education and development

either in the public or private sector. In the initial appointment of the non-ex

officio members, the first appointee shall serve for a term of four years; the

second for a term of three years; the third for a term of two years; and the fourth

for a term of one year. The Director of the Bureau of Higher Education shall

participate in the deliberation of the Board but without the right to vote. The

Bureau of Higher Education shall provide the Board with the necessary technical

and staff support: Provided, That the Board may create technical panels of experts

in the various disciplines as the need arises.

Section 61. Function of the Board of Higher Education. - The Board shall:

1. Make policy recommendations regarding the planning and management of the

integrated system of higher education and the continuing evaluation thereof.

2. Recommend to the Minister of Education, Culture and Sports steps to improve

the governance of the various components of the higher education system at

national and regional levels.

3. Assist the Minister of Education, Culture and Sports in making

recommendation relatives to the generation of resources and their allocation for

higher education.
 CHAPTER-3

The Bureaus

Section 62. Bureau of Elementary Education - The Bureau shall perform the

following functions:

1. Conduct studies and formulate, develop, and evaluate programs and

educational standards for elementary education;

2. Undertake studies necessary for the preparation of prototype curricular designs,

instructional materials, and teacher training programs for elementary education;

and

3. Formulate guidelines to improve elementary school physical plants and

equipment, and general management of these schools.

Section 63. Bureau of Secondary Education - The Bureau shall perform the

following functions:

1. Conduct studies and formulate, develop and evaluate programs and educational

standards for secondary education;

2. Develop curricular designs, prepare instructional materials, and prepare and

evaluate programs to update the quality of the teaching and non-teaching staff at

the secondary level;

3. Formulate guidelines to improve the secondary school physical plants and

equipment, and general management of these schools.

Section 64. Bureau of Technical and Vocational Education.- The Bureau shall

perform the following:

1. Collaborate with other agencies in the formulation of manpower plans;

2. Conduct studies, formulate, develop and evaluate post-secondary vocational-

technical programs and recommend educational standards for these programs;

3. Develop curricular designs and prepare instructional materials, prepare and

evaluate programs to upgrade the quality of teaching and non-teaching staff, and

formulate guidelines to improve the physical plant and equipment of post-

secondary vocational-technical schools.

Section 65. Bureau of Higher Education - The Bureau of higher Education shall

perform the following functions:

1. Develop, formulate and evaluate programs, projects and educational standards

for a higher education;

2. Provide staff assistance to the Board of Higher Education in its policy

formulation and advisory functions;

3. Provide technical assistance to encourage institutional development programs

and projects;

4. Compile, analyze and evaluate data on higher education; and

5. Perform other functions provided for by law.

Section 66. Bureau of Continuing Education - As the main implementing arm of

the non-formal education programs of the Ministry, the Bureau shall provide

learning programs or activities that shall:

1. Serve as a means of meeting the learning needs of those unable to avail

themselves of the educational services and programs of formal education;

2. Provide opportunities for the acquisition of skills necessary to enhance and

ensure continuing employability, efficiency, productivity, and competitiveness in

the labor market;

3. Serve as a means for expanding access to educational opportunities to citizens

of varied interests, demographic characteristics and socio-economic origins or

status.

CHAPTER-4

Regional Offices

Section 67. Functions - A regional office shall:

1. Formulate the regional plan of education based on the national plan of the

Ministry taking into account the specific needs and special traditions of the

region;

2. Implement education laws, policies, plans, programs, rules and regulations of

the Ministry or agency in the regional area;

3. Provide economical, efficient and effective education services to the people in

the area.

V. MISCELLANEOUS PROVISIONS

CHAPTER-1

Penal Administrative Sanctions

Section 68. Penalty Clause - Any person upon conviction for an act in violation of

Section 28, Chapter 3, Title III above, shall be punished with a fine of not less

than two thousand pesos (P2,000.00) nor more than ten thousand pesos

(P10,000.00) or imprisonment for a maximum period of two (2) years, or both, in

the discretion of the court.

If the act is committed by a school corporation, the school head together with the

person or persons responsible for the offense or violation shall be equally liable.
Section 69. Administrative Sanction - The Minister of Education, Culture and

Sports may prescribe and impose such administrative sanction as he may deem

reasonable and appropriate in the implementing rules and regulations promulgated

pursuant to this Act for any of the following causes:

1. Mismanagement of school operations;

2. Gross inefficiency of the teaching or non-teaching personnel;

3. Fraud or deceit committed in connection with the application for Ministry

permit or recognition;

4. Failure to comply with conditions or obligations prescribed by this Code or its

implementing rules and regulations; and

5. Unauthorized operation of a school or course, or any component thereof, or any

violation of the requirement governing advertisements or announcements of

educational institutions.

Sanctions against the schools shall be without prejudice to the interest of the

students, teachers and employees.

CHAPTER-2

Administrative Provisions

Section 70. Rule-making Authority - The Minister Education, Culture and Sports

charged with the administration and enforcement of this Act, shall promulgate the

necessary implementing rules and regulations.

Section 71. Separability Provision - Any part or provision of this Act which may

held invalid or unconstitutional shall not affect its remaining parts of provisions.

Section 72. Repealing Clause - All laws or parts thereof inconsistent with any

provision of this Act shall be deemed repealed or modified, as the case may be.
Section 73. Effectivity - This Act shall take effect upon its approval.

Appendix K

Understanding

by Design
 Understanding by Design

Understanding by Design, an excellent book by Grant Wiggins and Jay McTighe,

offers a powerful framework for designing courses through what they call “Backward

Design.” It seems “backward” in that it starts from the opposite end of the planning

process we typically go through to design courses—we usually start by thinking about

how to teach our content. Backward Design, in contrast, leaves teaching activities until

the end and starts with the desired results of that teaching. In other words, Wiggins and

McTighe argue that you can’t start planning how you’re going to teach until you know

exactly what you want your students to learn.

“Teaching is a means to an end. Having a clear goal helps

us educators to focus our planning and guide purposeful action toward the intended

results.”

The Backward Design process proceeds in three phases, as follows:

I. Identify desired results.

First, you establish your learning goals for the course. What should students

know, understand and be able to do? And how do you prioritize and narrow down the

content you want to teach so it fits within the limited framework of the course? Wiggins
and McTighe provide a useful process for establishing curricular priorities. They suggest

you ask yourself three questions as you progressively focus in on the most valuable

content:

1. What should participants hear, read, view, explore or otherwise encounter?

This knowledge is “worth being familiar with.”

2. What knowledge and skills should participants master? Sharpen your choices

by considering what is “important to know and do” for your students. What facts,

concepts and principles should they know? What processes, strategies and methods

should they learn to use?

3. What are big ideas and important understandings participants should retain?

These choices are the “enduring understandings” that you want students to remember

after they’ve forgotten the details of the course.

Answering each of these questions will help you determine the best

content for your course, and create concrete, specific learning goals for your students.

II. Determine acceptable evidence

In the second phase of Backward Design, you think about how you will decide if

students are starting to master the knowledge and skills you want them to gain. What

will you accept as evidence that students are making progress toward the learning goals

of the course? How will you know if they are “getting it”?

When planning how you will collect this evidence, consider a wide range of

assessment methods (for example, essay tests, term papers, short-answer quizzes,

homework assignments, lab projects, problems to solve, etc.) in order to ensure that you

test for exactly the learning you want them to gain. In other words, sometimes our

assessments don’t match our learning goals and we therefore cannot attain the evidence

we want.

For example, if one of your goals is for student to learn how to problem-solve,

give them an assessment that requires a demonstration of their problem-solving skills.

Have them write out each step they took in addressing the problem, and an explanation of

why they took it, instead of simply providing the right answer.

III. Plan learning experiences & instruction.

Finally, after you have decided what results you want and how you will know

you’ve achieved them, then you start planning how you’re going to teach. You can now

move to designing your instructional strategies and students’ learning activities. What

are the best exercises, problems or questions for developing your students’ ability to meet

your learning goals? How can they practice using new knowledge to gain the skills you

want them to learn? How can they apply their learning? Devise active and collaborative

exercises that encourage students to grapple with new concepts in order to “own” them.

You want to foster increasing understanding, not rote memorization.

Appendix L

Documentation
Appendix M
 Seminars

attended with

Certificates
Appendix N
 Application

Letter

March 22, 2018

MR. LLYOD L. ALZOLA

Principal, IBED
Sacred Heart College
Lucena City

Dear Sir:
Greetings of peace and benevolence!
I am writing this letter to express my desire to serve as an Araling Panlipunan teacher in
your institution. I will achieve my Bachelor’s degree in Secondary Education major in
Social Science on May 2018 and I am planning to take the Board Licensure Examination
for Professional Teachers this coming month of September.
In the last year of my college, I was assigned to have my practice teaching in Sacred
Heart College for my In-Campus Training and in Gulang-gulang National High School
for my Off-Campus Teaching Demonstration. My two semesters of internship in the said
schools brought me much learning especially in giving instruction and supervision. My
cooperating teachers in both schools taught me how to professionally deal with various
situations that have something to do with school matters such as making lesson plans,
classroom management as well as working on school activities.
Given my lack of experience in teaching as I am a graduating student, I am willing to be
trained and I am willing to undergo series of workshops and lectures if you may ask me
to do so when you hire me. I am ready to be shaped by the teacher training programs you
provide for your employees.
Attached in this letter is my resume which you can use for reference. I am really hoping
that you will give me a chance to have my first teaching experience in your institution.
Thank you for considering my application. I am hoping for your favorable response. You
may call 09195071161 for an interview in your most convenient time.

Sincerely yours,

Adysa Joyce M. Revilla

Applicant
Appendix O

Resume