Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

CORE COURSE
Responding to Community Contexts
5
in collaboration with

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

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

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

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

Course Outline:

Module 1: DepEd Organizational Structure and Processes

Module 2: Relevant Laws for Teachers

Estimated time required: 4 hours

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

Module 1 – DepEd Organizational Required Tasks
Structure and Processes
• Reflections
Intended Module Learning Outcomes: • Policy reading
At the end of this module, you should be able to: • Scenario analyses
1. discuss the history and background of the public • Writing tasks
education system to understand the • Organizational structure analysis
organizational development of DepEd;
2. address concerns and respond to scenarios in Required Resources
the field using knowledge of existing laws and • Historical Perspective of The Philippine Educational
regulations on DepEd organizational structure System, https://www.deped.gov.ph/about-deped/
and processes; and history/
3. respond to real-life scenarios that require the • Republic Act No. 9155 on Governance of Basic
application of the knowledge on organizational Education Act, 2001
structures of the Department and the school.
• Republic Act No. 10533 on An Act Enhancing the
Philippine Basic Education System by Strengthening
Module Outline its Curriculum and Increasing the Number of
Session 1: The Philippine Public Education Years for Basic Education, 2013
System
Optional Readings
Session 2: DepEd Central Office
• DepEd Order No. 53, s. 2013 on Approval and
Session 3: DepEd Regional and Schools Division Implementation of the 2013 DepEd
Offices Rationalization Program

Session 4: The School Structure • DepEd Order No. 52, s. 2015 on New
Organizational Structures of the Central,
Regional, and Schools Division Offices of the
Estimated Time Required: 2.5 hours
Department of Education
4 The Teacher Induction Program - Core Course 5
Session 1: The Philippine Public
Education System
Key Topic 1: Historical Perspective of the
Philippine Educational System

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

be knowledgeable about the history and background of
the organization. In doing so, you will be able to know
how the department came about and what changes took
place in response to the challenges of the times. Read
the article found in the DepEd website and process your
understanding through the activity below. You can
access the website through this link:
https://www.deped.gov.ph/about-deped/ history/

Guide for Mentors and Newly Hired Teachers 5

 Required Task 1:
Identify the turning points in the history of public education in the Philippines. The pre-colonial era and the Spanish
colonial period are already done for you.
Stages of Development Events Implications

(What are the different time periods (What are the educational developments brought (How does this affect the succeeding public
identified by this time period?) education system?)
in the article?)
Pre-colonial Period Education was informal, unstructured, and Essential learning was prioritized during this
devoid of methods. Children were provided period
more vocational training and less academics
(3Rs) by their parents and in the houses of
tribal tutors
Spanish Colonial Period The tribal tutors were replaced by the Spanish Formalization of education with defined
missionaries. administration and management by the
Spanish colonial government
Education was religion oriented. It was for the
elite, especially in the early years of Spanish
colonization.
Access to education by the Filipinos was
later liberalized through the enactment of the
Educational Decree of 1863.
Education during that period was inadequate,
suppressed, and controlled
American Colonial Rule  Its ability to spread their cultural values, particularly the All public schools now use English as the medium of
English language, to the Filipino people was invaluable. instruction.
Education in English and American history leads to the
formation of a national identity and Filipino nationalism.

Contemporary Society (Third During this historical period, education and modern By implementing a curriculum that addresses
society were mutually dependent. National societies society's current needs. As a result, the school will
expect their educational systems to provide education that produce competent students.
Republic-Present) supports the preservation and development of their
societies' unique and valued characteristics, as well as to
provide relevant education opportunities for their
members to function effectively in society and the
international world.

6 The Teacher Induction Program - Core Course 5

Key Topic 2: The Trifocalization of
Philippine Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS) had the sole responsibility in the
administration, policy formulation, and program
implementation of education in the Philippines. It
supervises public education, private education, as well as
formal and non-formal education. To examine the
education system in the Philippines and draft policy
recommendations, the Congressional Commission on
Education or EDCOM was established by a Joint
Resolution of the Eight Philippine Congress.
Recognizing that there is a need to specialize
administration in higher learning and technical and
vocational education, the trifocalization of education
through the virtue of RA No. 7722, otherwise known as
the “Higher Education Act of 1994” and RA 7796,
otherwise known as the “TESDA Act of 1994” or the
Trifocalization of Education Management was enacted.
The administration, policy formulation, and program
implementation of education in the Philippines would
have three foci: (1) Basic Education; (2) Higher
Education; and (3) Technical and Vocational Education.
Read the excerpt from both policies and answer the
following reflection questions.
Guide for Mentors and Newly Hired Teachers 7
 Republic Act No. 7722 - AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES

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

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

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

The Commission shall be independent and separate from the Department of Education, Culture and Sports
(DECS), and attached to the Office of the President for administrative purposes only. Its coverage shall be both
public and private institutions of higher education as well as degree-granting programs in all post-secondary
educational institutions, public and private.

8 The Teacher Induction Program - Core Course 5

 Republic Act No. 7796 - AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT
AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER PURPOSES

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

SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Act to
a) Promote and strengthen the quality of technical education and skills development programs to
attain international competitiveness;
b) Focus technical education and skills development on meeting the changing demands for quality
middle- level manpower;
c) Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs;
d) Recognize and encourage the complementary roles of public and private institutions in
technical education and skills development and training systems; and
e) Inculcate desirable values through the development of moral character with emphasis on work
ethic, self-discipline, self-reliance and nationalism.

Guide for Mentors and Newly Hired Teachers

0
Key Topic 3: The Governance of Basic Education Act

The Republic Act No. 9155, otherwise known as the

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

The governance of basic education shall begin at the

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

Guide for Mentors and Newly Hired Teachers11

 Read the excerpt from the RA No. 9155:

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

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

12 The Teacher Induction Program - Core Course 5

 Required Task 1: Policy Reading
Key Topic 1: The DepEd Management Structure
The Department of Education is organized to enable the A. The DepEd Rationalization Program
department to carry on its true mandate as stipulated in
RA No. 9155 otherwise known as the Governance of The DepEd Rationalization Program is an effort to
Basic Education Act of 2001. efficiently maximize the department’s functions so
it can focus on attaining its vision, mission,
The Department of Education’s Central Office shall objectives, and its core business—education.
exercise overall authority and supervision over the
operations of the department and the attainment of its For DepEd to focus on its core business, there is a
mandate. Specifically, the office is designated to: need to reiterate the goals of the DepEd
Rationalization Plan concerning the different
• set overall education agenda, directions, and organization levels of the department. The goals
policies; are as follows:
• formulate systems and standards for national
• have a more efficient and effective central
adoption;
office that focuses on policy making,
• perform investment programming; standards- setting, and overall leadership of the
• articulate national frameworks to guide the department;
organization in the performance of its core • have a re-engineered regional office that
functions and the provision of support; focuses on localization of policies, performs
• oversee quality assurance and performance quality assurance, and fulfills its duties as the
accountability; and technical support hub of its divisions; and
• build partnerships with the Local Government • have a re-engineered division office that
Units (LGUs) & Non-Governmental Organizations focuses on field leadership and supervision
(NGOs). to better support the schools in delivering
education services to the learners.
The DepEd Rationalization Program, is one of the
Study the DepEd Organizational Structure by visiting the
key steps undertaken by the Department to better
DepEd website: https://www.deped.gov.ph/about-deped/
manage the implementation of the K to 12 Basic
central-office/.
Education Program.
16 The Teacher Induction Program - Core Course 5
B. New Organizational Structures of the Central,
Regional, and Schools Division Offices of Background
the Department of Education
1. In August 2001, Republic Act No. 9155, An Act
The DepEd Order No. 52, s. 2015, also known as Instituting A Framework of Governance for Basic
Education, Establishing Authority and Accountability,
the New Organizational Structures of the Central, Renaming the Department of Education, Culture and
Regional, and Schools Division Offices of the Sports as the Department of Education, and for Other
Department of Education has the following Purposes, otherwise known as the Governance of
purpose: Basic Education Act of 2001, was issued. It provided
a framework for the governance of education,
(a) focusing government efforts on the decentralizing governance to the field, and making
the schools and learning centers the heart of the
exercise of its fundamental functions of
education system. The law also established the
establishing and providing the appropriate authority and accountability of the various organization
social, political, and economic levels of the Department of Education (DepEd).
environment within which development
2. In October 2004, Executive Order No. 366 (EO 366,
can prosper; s. 2004), Directing A Strategic Review of the
Operations and Organizations of the Executive Branch
(b) transforming the bureaucracy into an and Providing Options and Incentives for Government
effective and efficient institution for the Employees Who May Be Affected by the
delivery of core public services; and Rationalization of the Functions and Agencies of the
Executive Branch, was issued. According to Section
(c) ensuring the long-term sustainability of 2 of the said EO, the initiative aimed to: (a) focus
core government services through government efforts and resources on its vital/core
service; and (b) improve the quality and efficiency of
resource mobilization and cost-effective
government services delivery by eliminating/ minimizing
public expenditure management. overlaps and duplication, and improving agency
performance through the rationalization of service
Study the DepEd Central Office Organizational delivery and support systems, and organization
Structure and read the following excerpt from structure and staffing (Section 2, EO 366, s. 2004).
DepEd Order No. 52, s. 2015. After reading,
3. In December 2011, DepEd embarked on the review
answer the following questions. You may answer and revision of its Rationalization Plan (RP) based on
each question in 3-5 sentences. RA No. 9155 and long-term reforms needed in the
education sector to respond to fast-changing
You may access DepEd Order no. 52, s. 2015 demands of the local and global environment.
through this link: https://www.deped.gov.ph/wp-
content/ uploads/2015/10/DO_s2015_52.pdf 4. On November 15, 2013, the DepEd Rationalization
Plan (RP) was approved by the Department of
Budget and Management (DBM). The approval
included the rationalized structure and staffing
pattern of offices at the central, regional, and
schools division levels.
Guide for Mentors and Newly Hired Teachers17
 Rationale of the Organizational Structures

1. The rationalized organizational structures and staffing patterns were a result of the thorough study of the DepEd
Change Management Team (CMT) on the current structures, functions, and staffing complement of the DepEd offices
vis-à-vis the long-term education reforms, requirements of the learners and the changing environment, and national
government policies.
2. The approved organizational structures are consistent with the provisions of RA No. 9155 in applying the principles of
decentralization and shared governance to ensure accountability and relevance to the context, and development
needs of the learners and stakeholders of the various organizational levels.
3. In developing the organizational structures, the DepEd CMT also identified the themes or organizational strands
common to all levels of the Department. These organizational strands reflect the similarity of functions and objectives
of offices and
units. The organizational strands are as follows:
1. Office of the Secretary
The Office of the Secretary (OSec) provides overall leadership and direction at the national level. Attached and
support agencies to DepEd are included under the OSec.
2. Curriculum and Instruction
This strand ensures that the organization focuses on the delivery of a relevant, responsive, and effective basic
education curriculum around which all other strands and offices provide support.
3. Strategic Management
This strand enables the organization to focus on long-term directions and interface with the internal and
external environment and stakeholders.
4. Governance and Operations
This strand ensures the capacity of the organization to continuously improve and be strategic in
managing the environment for which “teaching and learning” takes place.
5. Legal and Legislative Affairs
This strand enhances the capacity of the organization to deal with legal matters and to be proactive in
moving forward its legislative agenda.
6. Finance and Administration
This strand ensures the efficiency to support the organization as a whole to focus on its core business and
thus attain its targets through the provision of finance and administrative services.

18 The Teacher Induction Program - Core Course 5

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

Restructuring the Department of Education was

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

Guide for Mentors and Newly Hired Teachers19

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

Scenario Answers Feedback

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

20 The Teacher Induction Program - Core Course 5

Session 3: The DepEd Regional Office The regional offices are categorized based on size
and Schools Division Offices classification and shall be classified as small, medium, or
large. Hence, the Organizational Structure of the Regional
Office is presented in Figure 2 on the next page.
The DepEd Regional Office works with the LGUs and
educational stakeholders to develop a policy framework
that reflects the needs, opportunities, and aspirations of
the regional community. It provides overall field
leadership to schools divisions by setting regional policy
directions, standards, and strategies consistent with the
national framework for the development and
management of programs and projects relevant to the
socio-cultural context of the region. Thus, it is responsible
and accountable for building a community of schools
divisions and their continuous development in order to
create a collective effort to achieve the region’s goals.
Specifically, the DepEd Regional Office:
• sets Regional agenda, directions, and policies
to address the context and needs of the
region;
• localizes curriculum;
• adapts to or adopt the national policies,
programs, and standards;
• manages the Department’s mandate at the
regional level and Quality Assurance;
• provides technical assistance to schools’
divisions;
• manages program investment and equitable
allocation of resources; and
• establishes and manages partnerships.
Guide for Mentors and Newly Hired Teachers21
 Fig. 1. Organizational Structure of the Regional Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education

22 The Teacher Induction Program - Core Course 5

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

A. Quality Assurance E. Curriculum & Learning Management

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

Function Answers Feedback

1. To ensure access, promote equity, and Governance and Operations Governance and Operations is the strand that
ensures the capacity of the organization to
improve the quality of basic education in the continuously improve and be strategic in
regions and the school’s divisions by taking managing the environment for which
the lead in policy and direction setting, “teaching and learning” takes place.
standard-setting and enforcement, partnership
building, and networking with stakeholders of
education, and by effectively and efficiently
managing the financial, human, and physical
resources of the region.
2. To ensure full implementation of the articulated Curriculum and Instruction Curriculum and Instruction is the strand that
ensures that the organization focuses on the
basic education curriculum (pre-school, delivery of a relevant, responsive, and
elementary, secondary, ALS), its effective basic education curriculum around
localization/indigenization, and increase access which all other strands and offices provide
to quality and varied learning resources support.
towards improvement in the quality learning
outcomes.
3. To support the delivery of basic education Finance Finance is the strand that ensures the
efficiency to support the organization as a
programs, projects, and needed resources to whole to focus on its core business and thus
the school’s divisions in order to create an attain its targets through the provision of
environment conducive to learning and ensure finance and administrative services.
learner readiness to learn through: School
Health and Nutrition, Education Facilities, and
Program & Services (DRRM, School Sports,
Guidance & Counselling).
Guide for Mentors and Newly Hired Teachers23
 Function Answers Feedback
4. To coordinate and integrate the provision of Field Technical Assistance Field Technical Assistance is the strand that
ensures the capacity of the organization to
technical assistance (TA) to schools’ divisions continuously improve and be strategic in
with the purpose of facilitating the delivery of managing the environment for which
quality basic education and creating an “teaching and learning” takes place.
enabling environment for schools and learning
centers.

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

8. To provide the regional office with efficient, Administrative Personnel, records, reception of mail,
supplies, equipment, collection,
economical and effective services relating to disbursement, security and custody of
personnel, records, receipt of correspondence, property, and reportorial duties to oversight
supplies, equipment, collection, disbursement, authorities are all covered by the
security and custody of property, and administrative strand.
reportorial work to oversight agencies.
9. To provide advice to the Regional Director on Finance Finance is the department that advises the
Regional Director on the region's financial
the financial resource of the region and resources and provides budgeting,
provide services in budgeting, accounting, accounting, reporting, and coordination with
reporting, and coordinating with government government oversight bodies.
oversight agencies.

24 The Teacher Induction Program - Core Course 5

Key Topic 3: The Schools Division Office (SDO)
As the frontline office of the Department for the
management of basic education delivery, the SDO
supervises schools and learning centers, which are the
direct implementers of educational programs for learner
development. It also supervises the implementation of
the set policies and programs in the schools and learning
centers and provides technical support to the schools
and LCs. Specifically, the SDO’s functions include:
• implementation of the education agenda
and policies;
• management of the curriculum implementation;
• provision for instructional supervision;
• building of communities of schools and LCs;
• offering of technical assistance to schools/LCs;
• execution of equitable distribution of
resources; and
• establishment and management of partnerships.

The SDOs are categorized based on size classification

and shall be classified as small, medium, or large. The
Organizational Structure of the SDO is presented in
Figure 2 on the next page.

Guide for Mentors and Newly Hired Teachers25

 Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education

26 The Teacher Induction Program - Core Course 5

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

Questions Answers Feedback

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

Teacher April is having a hard time managing her class because SGOD It was placed under the SGOD
her schedule is in the last period before class dismissal. She then because it requires help from the
seeks help from the head teacher and colleagues for some advice. area of human resources
Upon learning about Teacher April’s struggles, the head teacher development.
found it necessary to provide a classroom management training
for teachers.
Teacher Michael is the schools’ DRRM Coordinator. He prepares SGOD It was classified as SGOD since it
and submits situation reports to the SDO on any hazard affecting discusses Educational Facilities.
the school operations such as flood, conflict, fire, among others, and
provides real- time updates to the SDO.

Teacher Angel, an English teacher, seeks help through setting a CID Since the scenario described about
pre- conference meeting with her Department Head for her Instructional Management Part, it
upcoming classroom observation. She wants to know the best ways was considered as CID.
on how she can employ the indicators required in the Classroom
Observation Tool (COT).
Teacher Melvin is assigned as the Room Examiner in the conduct CID Since the scenario described about
of the National Achievement Test. He checks if the Room Examiners Direct Instructional Supervision
adhere to the instructions in the Examiner’s Handbook. Part, it was considered as CID.

Guide for Mentors and Newly Hired Teachers27

 Optional Task: Reflection

Reflect and answer the following questions: 2. Why should a teacher know who to approach in
addressing concerns related to his or her duties?
1. What is the relevance of knowing the DepEd
organizational structure and school processes to
the performance of your duties as a teacher?
It is important to know who to approach in
addressing concerns related to my duties as a
It is essential for a teacher teacher it helps me to do my functions and
to understand the department of education structur responsibilities effectively and efficiently.
e and the school processes to know how learning
policies, plans, and programs are implemented and
knowing the DepEd organization structure and
school processes in the performance of
my duties as a teacher is that it will help me to do
my work easier.

28 The Teacher Induction Program - Core Course 5

Summary

• DepEd Order No. 52, s. 2015 identified

organizational actions that were taken on the
existing offices in the Department. It presents the
official organizational structure of the DepEd
Central, Regional, and Division Offices.
• The Central Office focuses on policy making,
standards-setting and overall leadership of the
department. The Regional Office provides overall
field leadership to schools’ divisions by setting
regional policy directions, standards, and
strategies consistent with the national framework
for the development and management of
programs and projects relevant to the
sociocultural context of the region. The Schools
Division Office manages basic education delivery,
and supervises schools and learning centers,
which are the direct implementers of educational
programs for learner development.
• It is important for newly hired teachers to be
familiar with the DepEd organizational strands
and the roles and functions of offices in different
structural levels (central, regional, and division
level) for them to have a better understanding
and appreciation of how the different offices work
together. It also helps teachers know which
offices are in charge of concerns that they may
encounter in the field.
Guide for Mentors and Newly Hired Teachers29
 Session 4: The School Structure

Schools and Learning Centers (LCs) serve as frontline

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

30 The Teacher Induction Program - Core Course 5

 Organizational Structure of a Large Stand-alone Senior High School

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

DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of
Stand-alone and Integrated Public Senior High School (SHS)

Guide for Mentors and Newly Hired Teachers31

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

Scenario Answers Feedback

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

32 The Teacher Induction Program - Core Course 5

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

Mark Anthony is preparing a budget plan for the Guidance Coordinator/Teacher Miss Rhea's actions
continuous improvement of the school for the month of portrayed the school's
August. He is also preparing the financial report for the Librarian/LRMDS Coordinator Property Custodian duties
month of July. Both reports are subject to the approval of the and obligations.
School Head.
The scenario depicts a
Guidance Counselor
Subject/Learning Area
Administrative Officer
Coordinator/ Department
Head duties and
responsibilities.
The scene portrays a job of
an Administrative Officer.
Miss Rhea prepares the receipt, issuance, maintenance, and Librarian/LRMDS Coordinator Miss Rhea's actions
safekeeping of supplies, materials, and equipment and other portrayed the school's
properties and facilities of the school. She also conducts School Nurse Property Custodian duties
and maintains the inventory of properties and prepares the and obligations.
required reports for the School Head’s reference.v Property Custodian

Feeding Program Coordinator

Guide for Mentors and Newly Hired Teachers33

 Key Topic 5: School-based
Management (SBM)
The School-based Management
(SBM) is an initiative of the
Department of Education to
decentralize and empower the
school communities to enable them
to actively participate in the
continuous improvement of schools
towards the attainment of higher
pupil/student learning outcomes.
With SBM, the school is regarded
as a key provider of education. The
SBM empowers the school’s key
officials to make informed and
localized decisions based on their
unique needs toward improving our
educational system (DepEd Memo
no. 386, s. 2009).

34 The Teacher Induction Program - Core Course 5

Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider Answer: To avoid such bullying among the
school community, it is important to involve learners, students, she needed to first approach the science
parents, and other stakeholders in identifying and teacher and request if she was able to attend the
resolving issues and concerns in the school class on time. On the other hand, she needed to
community. Discuss how you can help in each seek assistance from the guidance councilor to
scenario and involve some key personnel who can provide adequate procedures for disciplining the
help you resolve the following challenges. concerned students. She should also notify the bully
student's parents or guardians so that they can
Scenario 1
discipline their child.
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a
bullying incident that you are not aware of. She was
very angry and disappointed about what happened
because the incident was not addressed and resolved
properly. Her daughter is still afraid and decided not
to go to school that day. The incident happened
during Science time because the teacher was late to
enter the class. You also had other classes to attend
to and had no chance to meet your advisory class
during that time. Who should you seek help to?

Guide for Mentors and Newly Hired Teachers35

Scenario 2 Scenario 3
Teacher Mary Ann, a fellow teacher whom you Lito, the class president of your advisory class, was
consider a friend, messaged you on Facebook and elected as the president of the Supreme Student
told you that she will be absent tomorrow. She asked Government (SSG). After three months, his subject
you to substitute all her five classes. Without letting teachers are having trouble with his class standing
you respond, she already sent you the learning because of his frequent absences and non-
materials for her lessons tomorrow. However, you submission of required written and performance
also have classes to attend and your learners are tasks. Lito is getting overwhelmed with the various
Answer: I will conduct a make-up class for the
expecting to deliver a performance task that they school activities he manages. What are you going to
prepared for. What are you going to do as a
concerned students who are affected by the school
do as the adviser?
colleague and who should you direct her to? activities so that they can cope with the lesson and
complete the needed written works and performance
task.
Answer: As a fellow teacher and a friend, I must
accept Teacher Mary Ann's request for assistance
in determining if her cause was an emergency or an
urgent matter. First, I will counsel my buddy and
tell her that our students are our responsibility, and
I will encourage her to avoid being absent,
especially when there are many tasks to complete.
Then I'll enlist the services of the floating
instructors, who are in charge of handling such
tasks when regular teachers weren’t able to attend
the class. In addition, I will endorse the teaching
resources that my friend gave to me in order to
make her teaching and handling the class easier and
more effective.
36 The Teacher Induction Program - Core Course 5
Session 5: Common/Standardized School Key Topic 1: Adoption of School Forms
Forms and Standardization of Permanent
Records

Estimated time required: 1 hour Required Task 1: Preliminary Activity

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

• Scenario Analysis 10) SHS – Senior High School (Gr.

• Interview 11 & 12)
• Writing Activities
• Quizzes

Required Resources
• Philippines, Department of Education. Adoption
of New School Forms for Kindergarten, Senior
High School, Alternative Learning System, Health
and Nutrition and Standardization of Permanent
Records (DO 58, s. 2017). Pasig City: DepEd
Orders, 2017.
• Philippines, Department of Education. Guidelines
on the Preparation and Checking of School
Forms (DO 11, s. 2018). Pasig City: DepEd
Orders, 2018.
Guide for Mentors and Newly Hired Teachers37
 Answer only if Very Needs Further
Standardized School Forms Familiar
teaching in… Familiar Information
School Form (SF) 1 – School Register ES, JHS, SHS

SF2 – Daily Attendance Report of Learners ES, JHS, SHS

SF3 – Books Issued and Returned ES, JHS, SHS

SF4 – Monthly Learner’s Movement and Attendance ES, JHS, SHS

SF5 – Report on Promotion and Learning Progress and K, ES, JHS

Achievement
SF5A – End of Semester and School Year Learner Status SHS

SF5B – List of Learners with Complete SHS Requirements SHS

SF6 – Summarized Report on Promotion ES, JHS, SHS

SF7 – School Personnel and Assignment List and Basic Profile ES, JHS, SHS

SF8 – Learner’s Basic Health and Nutrition Report K, ES, JHS, SHS

SF9 – Learner’s Progress Report Card ES, JHS, SHS

SF10 – Learner’s Permanent Record ES, JHS, SHS

(Answers vary. The answers can be used by the mentor to help the mentee/newly-hired teacher about the school form/s
he/she is unfamiliar with.)

38 The Teacher Induction Program - Core Course 5

Key Topic 2: The K to 12 and the New
Required Task 2: Reading
Standardized School Forms
Read DO 58, s. 2017 – Adoption of New School Forms
for Kindergarten, Senior High School, Alternative
With the nationwide implementation of the K to12 Basic Learning System, Health and Nutrition and
Education Program, particularly of Senior High School Standardization of Permanent Records. (URL, hyperlink)
(SHS), and the intensified implementation of the Alternative
Learning System (ALS), the Department of Education
(DepEd) issued a policy, DepEd Order No. 58, s. 2017 or
the Adoption of New School Forms for Kindergarten, Key Topic 3: School Forms
Senior High School, Alternative Learning System, Health
and Nutrition and Standardization of Permanent Records,
that institutes new forms to be used in schools and other The set of modified school forms provides information
institutions delivering basic education (particularly that are significant in planning, resource allocation, and
Kindergarten, SHS, and ALS) and standardizes the forms performance monitoring and evaluation. The use of these
for the learners’ health and nutrition and permanent forms is mandatory in all public schools.
records. You should become familiar with the following School
Forms and their descriptions, codes, and, where
This set of new, standardized school forms provide applicable, Grade Levels as stipulated in DepEd Order
significant information that is valuable in making 58, s.2020.
evidence-based assessment, planning, resource
allocation, performance monitoring and evaluation. The
use of these forms in all public schools is mandatory. No
other forms will be used as official documents in public
schools nationwide unless approved (DO 58, s. 2017).

Guide for Mentors and Newly Hired Teachers39

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

40 The Teacher Induction Program - Core Course 5

 SCHOOL FORM DESCRIPTION CODE GRADE LEVEL
School Form 9 – Learner’s Progress An individual, periodic report of a learner’s academic SF9 -ES ES
Report Card achievement per grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s Permanent An individual record of a learner’s academic achievement per SF10-ES ES
Academic Record level
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) Form 1 A list of potential ALS learners identified during the
AF1 -
– List of Mapped and Potential mapping
Learners activities
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest
AF2 -
to
enroll in ALS Program
ALS Form 3 – Master List of Enrolled A record of learners who are officially enrolled in ALS classes
Learners and End of Program Assessment and their individual assessment status at the end of the -
program for the calendar year. AF 3
ALS Form 4 – Master List of A& E A list of candidates qualified to take the A & E accreditation
AF4 -
Registrants and
equivalency exam.
ALS Form 5 – Learner’s Permanent Record A record of learners’ basic personal profile and learning
AF5 -
performance
Guide for Mentors and Newly Hired Teachers41
Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.

Situations Answers Feedback

Teacher Joanne is a newly hired substitute SF 3 The SF3 form is a record of books obtained by students that
teacher. She received a letter that a school must be retrieved at the end of the school year.
stakeholder would like to know what reading
materials are needed in her class. In order to
identify the learning areas which have limited books,
what school form shall she consult?
Mrs. Anne, a parent, came to Teacher Danica, SF2 You must present the SF2, which contains the attendance record
a teacher-adviser, complaining for the remarks given of your class, which can be your evidence regarding on that
in the report card (SF10), “It would be helpful if student who received a remark on his or her SF10.
you come to school on a regular basis,” the parent
complained that her child never got absent from
class. What school form should you refer to as an
evidence to support the remarks on SF10?

Teacher Nico is having trouble in finding school SF8 To persuade a stakeholder, you must provide your class's SF8,
stakeholders that could help her class in the which has a record of your students' BMI, in order to determine
feeding program. The majority of her learners the students' needs help so they will be included on the feeding
program.
have aBody Mass Index (BMI) outside the healthy
range. What school form informed her about
this?
Parents need to be regularly informed of their SF9 Ascertain that the SF9, or learner's report card, was updated on a
child’s academic achievement but you failed to regular schedule, and that the learner's parent was kept
inform them. What school form was not properly informed.
issued?
Jeanne Therese, a Grade 4 student, was accidentally SF2 Because the incident occurred outside of school, you are not
hit by a car outside the school during class hour. responsible for your students; however, you must produce the
You were given a complaint of negligence on your SF2, which contains your class's attendance record and may
serve as proof that the student was absent that day.
part as a teacher. You explained that the child was
absent in class that day. What school form would
support your testimony?
42 The Teacher Induction Program - Core Course 5
Required Task 4: Scanning Files
Indicate which of the forms shown in the table below need/require the listed data by putting a tick in the appropriate columns.

Data Needed SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
School Name and ID / / / / / / / / / /
District/Division/Region / / / / / / / / / /
Name of Adviser / / / / / / / / /
Final Rating / /
LRN / / / /
Nutritional Status /
Nature of Appointment/ Employment Status /
End of School Year Status / / / / / / / / / /
Registered Learner as of End of the Month / /
Book/Module Title /

Guide for Mentors and Newly Hired Teachers43

 Optional Task:Teacher Rose Ann is a facilitator in the Alternative Learning System (ALS) in their school. She was told by the School
Head to prepare the needed reports written on the table. Identify the forms that need to be prepared.

Reports Needed Forms to be used Answer

AF3 AF3 refers to a record of
1. Official lists of learners enrolled in ALS learners who are officially
enrolled in ALS classes
AF2 AF2 refers to a Basic
2. Basic information of individuals who signified interest to enroll in information sheet of individuals
ALS who signified interest to enroll
in ALS
AF1 AF1 is refers a to list of
3. Record of learners after the mapping activity done in community mapped learners

AF5 AF5 refer to a learners progress

4. Report of learners’ learning progress and permanent record

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

44 The Teacher Induction Program - Core Course 5

Summary

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

learners in elementary level (Grades 1 to 6), junior high
school level (Grades 7 to 10), and Senior High School
(Grades 11 and 12). SF3 captures information related to
learner materials distribution and SF7 collects
information about each school personnel’s current official
duty or teaching assignments. SF9 is the Progress
Report Card and SF10 is the permanent record. Only
SFs 5 and 8 are prepared in the Kindergarten level.

Guide for Mentors and Newly Hired Teachers45

 Session 6: Preparation and Checking of School Forms
Optional Task: Preliminary Activity
With your knowledge of the school forms being prepared by the advisers, key personnel, and the school head, describe how
you can be accountable, reliable, efficient, and accurate as a teacher and as one who handles, prepares, and checks data.

Accountability Reliability

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

Efficiency Accuracy

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

46 The Teacher Induction Program - Core Course 5

Key Topic 1: Preparation and Checking of
School Forms

The preparation and checking of school forms,

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

Anchored on the principles of accountability, accuracy

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

Required Task 1: Reading

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

Required Task 2: True or False.

Write TRUE if the statement is correct and FALSE if
incorrect. If FALSE, determine the reason/s why the
statement is incorrect.

Guide for Mentors and Newly Hired Teachers47

 Questions Answers Feedback
Teacher Jopay, a Grade 1 teacher, prepared FALSE She must attach the needed supporting
2 copies of SF10-ES without attaching any documents to validate the information
documents for the checking of her forms. on the SF10

Teacher Rochelle, a Grade 7 class adviser, FALSE Sf10 is the learners permanent record
could not encode the SF10-JHS of one of her the absences should be recorded on the
learners because of the absence of SF10- SF2 – Daily Attendance Report of
ES as the attachment.
Learners

Aira finished the Grade 8 level and would FALSE The transaction should be teacher to
like to continue her studies in the same teacher on the said school or it can be
school. She asked for her SF10 and would also endorsed by the record keeper.
like to submit it to her soon-to-be adviser.

Che-che transferred out to continue Grade 11 FALSE The transaction of SF10should be

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

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

48 The Teacher Induction Program - Core Course 5

Tasks of the Class Adviser
• At the beginning of the SY, collect supporting
documents (PSA Birth Certificate, Baptismal
Certificate or any equivalent document) to
establish the identity of each learner assigned to
his/her advisory class
• If the learner came from another school,
coordinate the transfer of the Learner’s
Permanent Academic Record and validate its
authenticity
• Observe due diligence in encoding the learner’s
basic information into the LIS to avoid issues in
data accuracy and reliability
• After encoding all learner information in the LIS,
generate SF1 (serve as the official enrolment list
and as reference in any other reporting) using
your system account
• Download SF2 from the LIS with pre-loaded
names of learners and forward to the school
head for assessment, consolidation, and
preparation of SF4
• At the end of the SY, once the computation of
final rating for each learning area is done,
transfer these grades from your class record into
SF10 as the basis for updating each learner’s
status (promoted, conditionally promoted or
retained) in the LIS
• SFs 5 and 6 for your class can be generated
from the LIS using the school level access
accounts.
• These four (4) SFs (SF1, SF4-February & March,
SF5 and SF6) generated from the LIS shall be
the focus of checking and should be supported by
the appropriate documents.
• For graduating/moving up levels (Kinder, Grades
6, 10, & 12), prepare awards and/or certificates
and check against the SF1 for consistency.
Guide for Mentors and Newly Hired Teachers49
 Fig. 4. Focus Areas of Checking and Means of Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

50 The Teacher Induction Program - Core Course 5

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

Guide for Mentors and Newly Hired Teachers51

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

BEFORE DURING AFTER

Assure that the formula

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

FEEL Pressured Learning relieve

Input the data with

DO Prepare the data Correct all the data error
accuracy

52 The Teacher Induction Program - Core Course 5

Summary

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

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

Familiarity with DepEd forms is crucial in order to

efficiently accomplish forms that are mandated by the
Department. No other forms will be used as official
documents in public schools unless approved by the
Office of the Undersecretary for Planning and Field
Operations.

Guide for Mentors and Newly Hired Teachers53

Required Task 3: Quiz
True or False. Indicate whether the following statements are true or false.

Statements Answers Feedback

1. At the end of the school year, a False It should be SF9- Learners’ progress report.
kindergarten teacher will prepare a
report on learners’ progress to inform
parents using SF10.
2. Information in the SF1 is consistent with TRUE
what is written in the Birth Certificate.

3. The List of Graduates and documents/ TRUE

reports in relation to the ranking of
honors shall be prepared and
checked.
4. The learner’s academic records shall FALSE The basis should be SF1 which refers to
be the basis of the adviser for School Register
enrolling or validating the said learner
in the LIS.
5. SF 2 is the official enrollment list of the FALSE The reference should be SF1 which refers to
class and shall be used as reference in School Register
any other reporting that requires the list
of officially enrolled learners.
54 The Teacher Induction Program - Core Course 5
Suggested Additional Readings
• Kindergarten education shall mean one (1) year
of preparatory education for children at least five
(5) years old as a prerequisite for Grade I.
The Basic Education Information System (BEIS) is a
database of education statistics, sector performance • Elementary education refers to the second stage
indicators and profile of public and private schools, of compulsory basic education which is
learning centers and other education service providers. It composed of six (6) years. The entrant age to this
is a web-based system designed to enhance information level is typically six (6) years old.
management at all levels of the education system • Secondary education refers to the third stage of
(school, division, region and national levels) through compulsory basic education. It consists of four (4)
streamlined processes and use of information and years of junior high school education and two (2)
communication technologies. It aims to deliver relevant years of senior high school education. The
and accurate information to school heads, education entrant age to the junior and senior high school
managers, policy makers and various stakeholders of the levels are typically twelve (12) and sixteen (16)
education system. Visit http://lis.deped.gov.ph/ and http:// years old, respectively.
ebeis.deped.gov.ph/
• There are other teaching and non-teaching
The BEIS provides information for planning, quality personnel that work together to meet the needs of
assurance, monitoring & evaluation and other decision- learners and the wider school community.
making activities at all levels of the education system. Knowledge of the specific roles and functions of
each personnel helps newly hired teachers know
who to approach to seek support and guidance
Additional Task: Seek the help of the School especially in their early years of teaching.
LIS Coordinator and get started with LIS. • School-based Management (SBM) transfers
decision-making authority from the central and
district authorities to the school community and
school leaders to create significant changes in
Summary improving education within their local context.

• The school is an educational institution, private

and public, undertaking educational operation
with a specific age-group of learners pursuing a
set curriculum and receiving instruction from
teachers. It is usually located in a school
building/s in a particular physical or cyber site.

Guide for Mentors and Newly Hired Teachers55

 Module 2 – Relevant Laws for Teachers Required Resources

Intended Module Learning Outcomes

At the end of this module, you should be able to: • PRC Resolution No. 435, s. 1997 on Code of
Ethics for Professional Teachers
1. cite specific provisions in the laws that
• Republic Act No. 4670 on The Magna Carta
are applicable to specific scenarios in the
for Public School Teachers
field;
• Republic Act No. 10627 on Anti-Bullying Act
2. identify practices that uphold the dignity of of 2013
teaching as a profession;
3. develop practices that promote fairness,
respect, and care; and
4. appropriately respond to scenarios in the field
dealing with education stakeholders.

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

Estimated Time Required: 3

hours Required Task:

• Policy reading
• Scenario analysis
• Case study
• Reflections
• LAC sessions

56 The Teacher Induction Program - Core Course 5

Session 1: Magna Carta for Public Who is covered under the Magna Carta?
School Teachers The Act applies to all public-school teachers except
those in the professorial staff of state colleges and
Key Topic 1: Republic Act No. 4670
universities.
Did you know?
As used in the Act, the term “teacher” shall mean all
Magna Carta translates to “The Great Charter.” The term persons engaged in classroom teaching, in any level of
is used to refer to the charter of English liberties granted instruction on full-time basis, including:
by King John on June 15, 1215 (Stenton, 2020). It is one
of the most important documents in history as it  guidance counselors
established the principle that everyone is subject to the  school librarians
law, even the king, and guarantees the rights of
individuals, the right to justice, and the right to a fair trial  industrial arts or vocational instructors
(Eleftheriou-Smith, 2015). The Magna Carta for Public
 and all other persons performing supervisory and/
School Teachers aims to improve the social and
economic status of public school teachers in basic or administrative functions in all schools, colleges,
education, their living and working conditions, and universities operated by the Government or
employment, and career prospects. its political subdivisions
but shall not include:
As teachers’ efforts are being recognized in building the
nation, a law was passed to look after the welfare of the  school nurses
public-school teachers and to promote, improve, and
secure the professional rights of a teacher—known to be  school physicians
the RA No. 4670 or the Magna Carta for Public School
 school dentists
Teachers.
 and other school employees
Guide for Mentors and Newly Hired Teachers57
 Required Task 1: Policy Reading
Read the Magna Carta for Public School Teachers. Write down portions in the document that you think
might be helpful as you practice your profession or those that you would like more elaborations or
clarifications on. Discuss them with your mentor. You may use the format below. An example is
provided for you.

Input/Response from the Mentor/s or

Topic and Page number Queries/Points for Clarification
from the LAC session
Section 11, page Could I be in the same school as my When possible, the proper authorities
husband/ should make every effort to allow
Provision for Married Teachers first degree family member? married couples who are both public
school teachers to work in the same
area.
Section 12, Academic Freedom Am I allowed to study without Teachers must have academic
informing my working school? independence in carrying out their
professional responsibilities, notably in
terms of teaching and classroom
approaches without informing anybody
or asking for permission from anyone.

58 The Teacher Induction Program - Core Course 5

Required Task 2: Case Study
Read the following cases with your mentor. Use the Magna Carta for Public School Teacher as a tool to navigate and
solve the problems in the given scenario:

Related Provisions in the How should the matter be

Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 1: Teacher Ana is a Teacher Ana was active in Sec. 8. Safeguards in Teacher Ana and Teacher
Science teacher in a Senior postering variety of learning Disciplinary Procedure. Jurado should discuss the
High School and has been very strategies to engage her (D. The right to appeal to issue tother with their
active in fostering a variety of
learners but suddenly clearly designated principal as the moderator for
learning strategies to engage
her learners in learning their Teacher Jurado found her authorities. ) the conversation between
topics. She would mostly ask teaching techniques quite them. After allowing them to
her learners to do outdoor disturbing. state their opinion the
activities, explore the principal should advice both
surroundings and come up of them to be considerate on
with hypotheses related to their
acknowledging each of their
topic. Teacher Jurado, the 53-
year- old Grade Level Chair, capabilities and even learn
found this teaching technique from each other. Teachers
of Teacher Ana Castro quite must consider others
disturbing since he believed whenever they are teaching
that Science could be better to avoid disturbing others.
learned through experiments
within laboratories and paper-
and-pencil exams. He raised
this concern to the principal and
has asked Teacher Castro to
explain her side of the matter.

Guide for Mentors and Newly Hired Teachers59

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 2: Teacher Connie Teacher Connie's co-teacher, Sec. 8. Safeguards in Superiors at the school
was a newly-assigned English who was just next to her Disciplinary Procedure. should conduct a seminar to
public school teacher in classroom, was not managing Every teacher shall enjoy reignite teachers' enthusiasm
Mataas na Nayon High
the class well and was equitable safeguards at each for teaching while also
School, and as she started to
adapt in the new setting of the unconcerned about her stage of any disciplinary introducing new methods of
school, she noticed something students' misbehavior. This procedure and shall have: inspiring and managing the
in one of the more seasoned would have an impact on (D. The right to appeal to classroom. They must also
teachers in the same Teacher Connie's class. clearly designated speak with the concerned
department whose classroom authorities. ) teachers, offering suggestions
is just next to her. Most of the
and instructions to ensure
time, she would observe the
teacher to be giving short that the teaching and learning
discussions among her learners process is improved.
and would leave them to do
their own thing while she also
sat on the teacher’s chair
scrolling her phone, not
minding how the class is
misbehaving. In turn, this
would affect the class of
Teacher Connie as the learners
in the next classroom would
tend to be noisy. When she
could no longer keep her
frustration, she went to the
classroom of her co- teacher
and gently confronted her
about the situation. Then, the
other teacher answered, “Well,
this is how I wanted to teach,
I have the academic freedom
to utilize my time no matter
how I want it. You should try it,
too” and left Teacher Connie
dumbfounded.

60 The Teacher Induction Program - Core Course 5

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 3: Teacher Antonio Teacher Antonio was asking Sec. 12. Academic Freedom. Teacher Antonio should be
is an Araling Panlipunan Teacher to set an appointment with Sec. 24. Study Leave able to use academic
in public high school for 5 the regent of the university to autonomy in carrying out his
years. He is taking up his
enroll himself for the final professional responsibilities,
Master’s Degree in
Demographics and now in his term to finish master’s degree particularly in terms of
final year to finish the thinking that he will be given teaching and classroom
program. He would only need the Study Leave Allowance methods. The principal must
to complete his Thesis Study to by the school. grant Teacher Antonio's
fully graduate from the program. request and provide the
He asked to set an appointment
necessary documentation and
with the regent of the university
to enroll himself for the final records, since it is his right
term thinking that he will be and will benefit their school.
given the Study Leave
Allowance by the school. The
next day, he talked with the
principal about his plans, and
how he thinks his study will
also help the school in the
long run.
Scenario 4: Teacher Teacher Sareemah was a Sec. 27. Freedom to Teachers in public schools
Sareemah moved from muslim who wished to Organize. have the freedom to form and
Mindanao to Pampanga and practice her costoms as a join organizations of their
was successfully employed to
muslim, but the Grade level choice, whether local or
teach in a public school.
Rooted in her Islam culture and coordinator gave her a class national, to develop and
tradition, Teacher Sareemah schedule that conflicts with defend their interests without
wishes to practice her customs her prayer time at Duhor prior authorization. Teacher
as a Muslim, like not eating (midday). Sareemah must inform both
pork, wearing her hijab when her Principal and Grade
going to school, and praying
Level Coordinator and ask if
five times a day. However, at the
beginning of the school year, it is possible to consider her
she realized that the Grade religious beliefs when
Level Coordinator gave her a making a schedule.
class schedule that conflicts with
her prayer time at Duhor
(midday).
Guide for Mentors and Newly Hired Teachers61
 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?

Scenario 5: Teacher Alonzo Teacher Alonzo was enraged Sec. 8. Safeguards in Teacher Alonzo should
saw his photo being shared in by the false accusations of Disciplinary Procedure. disclose the situation to his
social media by one of the the student until he received Every teacher shall enjoy principal and take the
influential TV programs that
a call from his principal and equitable safeguards at each required steps to handle the
hails itself as the program that
gives justice to the poor and asked him to explain the stage of any disciplinary problem, including gathering
disadvantaged. As he clicked matter to his office. procedure and shall have: evidences, defending himself,
the link of the program, there and, if necessary, using his
on his screen was the
interview with one of his
a. the right to be informed, in right to appeal to clearly
learners who told the host that writing, of the charges; defined authority.
her teacher, pertaining to b. the right to full access to
Teacher Alonzo, didn’t give her the evidence in the case;
the chance to make up for all c. the right to defend himself
her missed quizzes and was and to be defended by a
ridiculed by him in front of the
class. Knowing the truth, Teacher
representative of his choice
Alonzo was enraged by the and/or by his organization,
false accusations of the student adequate time being given to
until he received a call from his the teacher for the
principal and asked him to preparation of his defense;
explain the matter to his and
office since they are being
pressured by the TV program
d. the right to appeal to
to give his statement. clearly designated
authorities.

62 The Teacher Induction Program - Core Course 5

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 6: After strong They created an organization Sec. 27. Freedom to Teachers at public schools
typhoons that caused multiple that promotes helping the Organize. have the freedom to form and
damages on the production of families affected by the join groups of their choice,
the commodities in their area
typhoon and able to raise whether local or national, to
farmed and tilled by the
parents of the learners of more than P100,00O which is advance and protect their
Teacher Carla, she felt more than enough to help interests without prior
compelled to do something to their target number of authorization. This implies
help them, particularly in families. that their response to the
providing for their essential She even encouraged her co- typhoon's victims was both
needs. But as she checked on
teachers to participate on the appropriate and brilliant.
her funds, she realized that it
would not even suffice for the pond raising and utilize the They might also utilize it to
needs of three families, so she power of social media. attract additional
thought hard and looked into stakeholders to their school,
her social media about some which could be beneficial to
relief operations being done their educational initiatives.
by organizing a donation
fund. After this, she
immediately messaged her co-
teachers who are also living
within the area and asked
them to contribute. Until
eventually, they were able to
come up with a group name,
created an announcement
banner which they posted on
their social media accounts,
and started to reach out to
different individuals and
organizations to help them in
their cause. At the end of
their target date, they were
able to raise more than PhP
100,000.00, which they utilized
in buying the needs of more
than 50 farmers and their
families.
Guide for Mentors and Newly Hired Teachers63
 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 7: Teacher Justine Teacher Justine felt uneasy Sec. 25. Indefinite Leave. Teachers in public schools
is excited about giving birth to and troubled because she was are not required to work
her first baby as a public- worried that she won’t be during vacation;
school teacher for just over
able to avail the full benefits nevertheless, in the case of
three years in Macalintal
National Science High School. of maternity leave since she Teacher Justine, it may be
She is in the third trimester of gave birth during the favorable that she gave birth
her pregnancy and is vacation season, which was before her due date, as she
expecting to give birth in the prior on her target date to use may utilize the vacation days
month of June, which she her maternity leave. to heal properly and then
thought is the perfect time to
enjoy her paid maternity
use her maternity leave and
avail its full benefits. However, leave without reporting to her
due to some pregnancy issues, school. If she manages to
she started to feel labor report on the first day of the
contractions early May, which school year in June, she may
is still technically part of the be eligible for a double pay
vacation season of the school. A
few days after giving birth,
income for the month of
Teacher Justine felt uneasy May.
and troubled because she was
worried that she won’t be able
to avail the full benefits of
maternity leave due to the fact
that she gave birth during the
vacation season.

64 The Teacher Induction Program - Core Course 5

Required Task 3:

LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master
Teacher or an invited external resource persons can conduct the LAC session)
see: DO_ s2016_035.pdf (deped.gov.ph)
Challenge your understanding of the Magna Carta for Public School Teachers
and explain how the following provisions affect your professional duties as a
teacher. Choose only 3 provisions that were identified below and discuss it with
your mentor or colleagues in a LAC session. Keep the essential question in mind
while discussing:
Essential question: How does the Magna Carta for Public School Teachers impact
my professional duties as a teacher?

Provisions in the Magna Carta for Public Implications for your professional Notes from the LAC session
School Teachers duties as a teacher
1. Section 13. Teaching Hours. Any teacher engaged in This section on Magna Carta for Public Any teacher engaged in actual
actual classroom instruction shall not be required to render School Teachers has the following classroom instruction shall not be
more than 6 hours of actual classroom teaching per day. implications for my professional required to render more than six hours
Provided, however, that where the exigencies of the service obligations as a teacher: I may utilize of actual classroom teaching per day,
so require, any teacher may be required to render more my excess time to prepare for my next which shall be scheduled to allow him
than 6 hours, but not exceeding 8 hours of actual teaching class and even settle all my ancillaries time to prepare and correct exercises
hours a day. to maintain a healthy routine as a and other work incidental to his normal
teacher. This also assists me in dealing teaching duties: Provided, however, that
with other issues such as family matters where the exigencies of the service so
and others. The teaching and learning require, any teacher may be required to
process can also be simplified if we render more than six hours but not more
employ tactics that promote learning. than eight hours of actual classroom
teaching per day.
2. Section 10. No Discrimination. There shall be no Despite the fact that I am a professional There should be no prejudice in entering
discrimination (i.e., gender, cultural, religious, disability, etc.) teacher, I am free to practice my the teaching profession, practicing it, or
whatsoever in the entrance to the teaching profession, and/or religious and cultural views. Because terminating it based on anything other
during in exercising its duties or even in the termination of there are no limitations, we may be able than professional considerations.
tenure in service. to apply our strengths and expertise in
teaching.
3. Section 27. Freedom to Organize. Public school teachers We may organize an organization to Teachers in public schools must have
shall have the right to freely and without previous assist us in meeting the needs of our the freedom to form and join
authorization both to establish and to join organizations of students, as well as the school and its organizations of their choice, whether
their choosing, whether local or national to further and surroundings. Promotes activities that local or national, to develop and defend
defend their interests. will benefit both our students and their interests without prior
ourselves as instructors. authorization.

Guide for Mentors and Newly Hired Teachers65

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

66 The Teacher Induction Program - Core Course 5

Summary

1. The Magna Carta for Public School Teachers

intends to promote and improve the teachers’:

 social and economic status

 living and working conditions

 terms of employment

 career prospects

2. This Act aims to:

 compare the teaching profession

favorably with existing opportunities in
other walks of life

 attract and retain in the teaching profession

more people with the proper qualifications

3. It is recognized that advancement in education

depends on the qualifications and ability of the
teaching staff.

4. Education is respected to be an essential factor in

the economic growth of the nation as a productive
investment of vital importance.
5. Knowing and understanding the relevant laws in
education will provide an insight and guidance
into the rights and responsibilities in practicing
your professional duties as a public school
teacher.

Guide for Mentors and Newly Hired Teachers67

Session 2: The Code of Ethics What did you learn about the discussion with your
mentor? Did your perspective change when you
for Professional Teachers
discussed the scenario with your mentor?
Key Topic 1: Code of Ethics for
Professional Teachers
Answer: Teacher Antonio was entitled to defend
The Code of Ethics for Professional Teachers serves himself by providing facts related to the matter,
as a guide for teachers to exhibit professional disposition and he was also entitled to have someone defend
in the learning community at all times. It is imperative that him if required, according to Section 8 of the
you observe and practice this set of ethical and moral Magna Carta for Public School Teachers.
principles, standards, and values. In everyday life, you are Disciplinary Procedure Safeguards. He could use
confronted with the challenges to do the right thing. When the SF2 as proof that the concerned students were
you are faced with professional decisions that seem to frequently missing during his class, or he could
have ethical implications, there are conditions and use his class record to indicate that the supplied
provisions of the Code of Ethics that will guide you to statement was correct, and that just expressing
determine the best actions. care to the child for grades was a teacher's
Required Task 1: Scenario Analysis approach of motivating the students.
Read the Code of Ethics for Professional Teachers and
reflect on your practice as a teacher. Guided by your
understanding of the Code of Ethics for Professional
Teachers, identify the provisions that can guide you to
come up with the best action. Discuss with your mentor
and write your answers on the space provided in each
number.
Scenario 1: Teacher Antonio received a complaint from
the father of one of his advisory students regarding the
grade of his daughter in English. The father told him that
the student struggles in English but she is very persistent
to learn. He insisted that his daughter did not deserve to
receive a failing mark and demanded a reconsideration.
However, Teacher Antonio knows that the student skips
classes and seldom goes to her English classes. As a
homeroom adviser, what’s the best thing for Teacher
Antonio to do following the Code of Ethics for Professional
Teachers? Write your answer in 5-7 sentences in the
space provided below. Once done, discuss this topic with
your mentor.
68 The Teacher Induction Program - Core Course 5
Key Topic 2: Provisions of the Code of Ethics
for Professional Teachers
Answer: Teacher Ronniie needs to be counseled
on his responsibilities and duties as a public-
As mandated in the Code of Ethics for Professional
school teacher. His bosses must speak with him
Teachers, you have the responsibility to interact positively
with parents, community members, and other and provide guidance so that he understands the
stakeholders in the school. Communication with parents advantages of participating in a seminar. In fact,
must be conducted regularly and be kept professional he was fortunate to be included because the
and free from arguments. If you have an issue with conference he would attend will allow him to
parents, community members, or stakeholders, it must be learn new things. based on the Magna Carta for
presented during meetings and conferences. As a public school teachers’ section 7, Code of
teacher, you must recognize that education is a public Professional Conduct for Teachers. Teachers
service. Strive to keep the public informed of the must be professional in his action and words.
programs, projects, and activities of the school.

Scenario 2:
Teacher Ronnie has been teaching for the last five (5)
years in a public elementary school. Every time his
principal asked him to attend a training, he would always
decline and give several reasons and alibis why he
couldn’t attend. What possible actions should be done by
the school if he continuously refuses?

Guide for Mentors and Newly Hired Teachers

Teacher Induction Program - Core Course

Prompt Answer Feedback

If you were in the situation of Teacher Dina, what d. I will negotiate with the Think of the most plausible solution that could
would you do? principal and tell her that I be equally beneficial to both parties. The school
need to take the examination. principal has the authority to decide which options
a. I will just pronounce my absence during are best in a particular situation. In the same way,
To recompense my absence, I as a proactive teacher, present options that align
the Reading Camp without having the
principal’s permission.
will offer to invite an external with your values as educators and find a common
resource person that could help ground.
b. I will follow the advice of my principal in the success of the Reading
and request for an excuse letter that I can Camp.
give to the university.
(refer to Article VII Section 1 and Section 3 of the
c. I will negotiate with the principal and tell Code of Ethics for Professional Teachers)
her that I need to take the examination in
order to proceed to my master’s thesis. In
exchange, I will offer to render extra
service in lieu of the day when I can’t
render service.

d. I will negotiate with the principal and tell

her that I need to take the examination.
To recompense my absence, I will offer to
invite an external resource person that
could help in the success of the Reading
Camp.
Guide for Mentors and Newly Hired Teachers 71
 Prompt Answer Feedback
Which of the following provisions in the Code b. Sections 1 and 3 of Article (the scenario refers to Article VII Section 1
of Ethics for Professional Teachers covers the VII and Section 3 of the Code of Ethics for
particular scenario? Professional Teachers)

a. Sections 1 and 2 of Article VI

b. Sections 1 and 3 of Article VII

c. Preamble

d. Section 6 of Article II

72 The Teacher Induction Program - Core Course 5

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

Provisions in the Code of Ethics Implications for your Notes from the LAC session
for Professional Teachers professional duties as a teacher
Scenario 1: Teacher Suzette is a new teacher in To maintain a healthy habit, you must Teachers are not required to provide more than six
examine and manage your time effectively. If hours of real classroom instruction each day,
Mapayapa High School and was appointed as the
necessary, you may enlist the assistance of according to the Code of Ethics for Professional
Campus Journalism advisor while also handling a Grade your coworkers to fulfill your obligations and Teachers, any teacher may be required to render
9 advisory class. She always arrives early for her responsibilities without exceeding your more than six hours but not exceeding eight hours
morning classes and leaves school late in the working hours. Teachers are not required to of actual classroom teaching a day
afternoon to finish coaching student- journalists. Her provide more than six hours of real classroom
mentors and colleagues always remind her that she instruction each day, according to the Code
should work smartly and avoid staying at school very of Ethics for Professional Teachers, therefore
you must manage your time to prevent
late.
leaving the school late and maybe disturbing
your coworkers.
Scenario 2: Teacher Arthur is a first-year HUMSS teacher After the discussion about the graduation Any teacher engaged in actual classroom
ceremony, Teacher Arthur may go to his instruction shall not be required to render more
who teaches primarily Grade 12 learners. At the end
students' party to celebrate their graduation. than six hours of actual classroom teaching per
of the year, several of the seniors invited him to a For the meeting to be only a few hours, day, which shall be scheduled to allow him time to
graduation party including some teachers. His instructors will not be needed to work for prepare and correct exercises and other work
students wanted their teachers to join the party to more than six hours, and if they are asked to incidental to his normal teaching duties: Provided,
celebrate the graduation of their batch. The Faculty stay longer, it will only be for a few hours. however, that where the exigencies of the service
Coordinator called a meeting to discuss the Principals are constantly mindful of the rules so require, any teacher may be required to render
graduation ceremony. Majority of the faculty decided concerning working hours. more than six hours but not more than eight hours
of actual classroom teaching per day.
not to go but your students are pleading for you to
come.
Scenario 3: Teacher Larry is a Grade 10 Science Larry, the teacher, may be able to pursue Co-curricular and out-of-school activities, as well
other jobs to supplement his family's income. as any other activities outside of what is defined as
teacher. He had been struggling financially since her
He must recommend a buddy who is capable a teacher's normal duties, shall be compensated at
wife’s deposition from work. The parents of one of of tutoring the pupil. And, if he truly intended least 25% of his regular remuneration after the
his students asked Teacher Larry to tutor their to aid the student, he may provide a remedial teacher has completed at least six hours of actual
daughter since they found out that she failed her session and examination for those who had a classroom teaching per day, notwithstanding any
periodical exam. However, the School Head stressed poor grade on the quarterly exam. Co- provision of existing law to the contrary.
that teachers should not offer tutoring services to curricular and out-of-school activities, as well
their learners for remuneration. as any other activities outside of what is
defined as normal duties of any teacher, shall
be paid an additional compensation of at least
25% of his regular remuneration after the
teacher has completed at least six hours of
work, notwithstanding any provision of
existing law to the contrary.
However, he must comply with the
Principal's rule that teachers not charge for
tutoring services provided to their students.

Guide for Mentors and Newly Hired Teachers73

 Provisions in the Code of Ethics Implications for your Notes from the LAC session
for Professional Teachers professional duties as a teacher
Scenario 4: Teacher Eli, a 55-year-old Grade 11 Teacher Eli should not use her position as a Students can only be involved in business if the
teacher to persuade students to buy her instructor and school have followed the proper
English teacher had been struggling with her
products; instead, she should follow the procedure for collaboration. A teacher may only
finances for the previous months since she had school's existing rules if such behavior is provide services that are connected to the learning
applied for a loan which she used for her health prohibited, and on the other hand, she should process and is only entitled to a 25% extra pay.
maintenance and the renovations of their house. consider starting a new business that will not And do not use your position to promote your
Finding herself in the difficult situation, she had an potentially ruin her profession, particularly business.
idea of doing buy-and-sell to her neighbors, but it did when students are involved. She could just
not suffice so she searched for other opportunities conduct her business outside of the school
after her duties on the school, so as not to
and she identified her learners as one of her markets.
compromise her career.
Every 15 minutes before the end of class, she would
bring out her rummage of items that she sells to
learners and would tell them that if they do not buy
at least 2 items, she will not give them a passing
mark. And so, the learners buy her items until one
day, she has been reported by one of the learners to
the principal’s office and was called up for
interrogation.
Scenario 5: Raya was a slow learner in almost all of Teacher Reya must maintain a healthy Maintain a healthy atmosphere to your learners.
atmosphere for her students, which includes
the subject areas, especially Mathematics. While
preventing bullying. She should teach them
discussing linear equations, her teacher called her up not to laugh with their classmates while they
to answer one of the equations. She went close to the are doing their best. They must instead assist
board trying her hardest to answer the calculations, their classmates in learning and coping with
but was not able to write the correct answer. When she the topic. She must carry out her obligations
presented her equation to her teacher, she saw her and responsibilities as a teacher to provide a
classmates laugh. She felt very embarrassed. safe and healthy learning environment for the
students, as described in the teacher's code of
conduct.

74 The Teacher Induction Program - Core Course 5

Required Task: Pledge of Commitment (Portfolio
Output) Required Task 2: Answer the following questions
Now that you are done reading and analyzing the
different provisions and articles specified in the Code of
MY PLEDGE OF COMMITMENT Ethics for Professional Teachers, please share your
insights focusing
I, , of having on the learning that you gained from this session and at the
been appointed to the position of same time, other information that you think is necessary to
understand the Code of Ethics. Discuss with your mentor.
solemnly swear that I will well and faithfully
discharge to the best of my ability the duties of my
present position and of all others I may hereafter hold
under the Republic of the Philippines, that I will support
and defend the Constitution of the Philippines, that I will
bear true faith and allegiance to the same that I will obey
the laws, legal orders and Decrees promulgated by the
duly constituted authorities of the Republic of the
Philippines and that I impose this obligation upon myself
voluntary without mental reservation or purpose of
evasion.

SO, HELP ME GOD.

Guide for Mentors and Newly Hired Teachers75
 What are your significant learnings? How will these learnings be of help to you as a teacher?

Answer: As a result of teachers' contributions to the Answer: The Magna Carta for Public School
nation's development, legislation was created to Teachers will aid us in our efforts to enhance our
protect the welfare of public-school teachers and to social and economic condition as public school
promote, improve, and ensure their professional teachers, including our living and working
rights. Teachers are protected by regulations that circumstances, job opportunities, and career
may confine us but also encourage us in maintaining possibilities.
our personalities, acting professionally, and setting a
good example for our students.

What other information related to the Code of Ethics do you want to know? Please elaborate.
How will these learnings be of help to you as a teacher?

Answer: (Depends on your interest)

Teacher must model strong character traits, including perseverance, honestly, respect, lawfulness, fairness
patience and unity. Educator must commit wholly to the teaching profession itself. These learning help me to
know our primary responsibilities to our students and defines our role. It serves as a guide to exhibit proper
behavior to the learning community all the time.

76 The Teacher Induction Program - Core Course 5

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

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

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

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

Additional reminder:
Compile your portfolio output/s and make
sure that your mentor has checked your
coursebook.
Guide for Mentors and Newly Hired Teachers77
78 The Teacher Induction Program - Core Course 5
 Department of Education

National Educators Academy

of the Philippines

Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross

Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

80 The Teacher Induction Program - Core Course 5

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa III Reggie Tuazon
Alma Belarmino Jeanrick Deuna Nuñez Gladys Uy
Rageene Vera Dueñas Maribel Perez Maria Lourie Victor
Nerio Benito Eseo Beverlyn Ramirez
Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support

Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of
Division of Quezon Division of Negros Bohol Division
Division of Batangas Occidental of Cebu
Division of Antique Division of Negros Oriental
Guide for Mentors and Newly Hired Teachers81