2018

TEACHER INDUCTION
PROGRAM

MODULE 1
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 1 .................................................................................................................................................
1
I. Session 1: Mandate, Vision, Mission, Core Values (VMV), and Strategic Directions
......................2
A. Desired Learning Outcomes ........................................................................................................
2
B. Objectives....................................................................................................................................
2
C. Pre-Test .......................................................................................................................................
3
D. Glossary of Terms ........................................................................................................................
4
E. Key Concepts ...............................................................................................................................
4
F. Activities and Assessment ...........................................................................................................
9
G. Reflection ..................................................................................................................................
13
H. Post-Test ...................................................................................................................................
14
II. Session 2: DepEd Organizational Structure and School Processes ...............................................
15
Desired Learning Outcomes.......................................................................................................15
Objectives..................................................................................................................................15
Pre-Test......................................................................................................................................16
Glossary of Terms.......................................................................................................................18
Key Concepts..............................................................................................................................19
Activities and Assessment..........................................................................................................24
Reflection...................................................................................................................................28
Post-Test....................................................................................................................................29
III. Session 3 Teaching as a Profession and as a Vocation ..............................................................
33
Desired Learning Outcome........................................................................................................33
Objectives..................................................................................................................................33
Pre-Test......................................................................................................................................34
Key Concepts..............................................................................................................................34
Activities and Assessment..........................................................................................................37
Reflection...................................................................................................................................38
Post-Test....................................................................................................................................39
IV. Session 4: Philippine Professional Standards for Teachers (PPST) ...........................................
40
Desired Learning Outcome........................................................................................................40
Objectives..................................................................................................................................40
Pre-Test.....................................................................................................................................41
Glossary of Terms......................................................................................................................42
Key Concepts..............................................................................................................................43
Activities and Assessment..........................................................................................................43
Reflection...................................................................................................................................47

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..................................................................................................................................49
V. Session 5: Career Path Within the Department of Education ......................................................
50
Desired Learning Outcome........................................................................................................50
Objectives..................................................................................................................................50
Pre-Test:....................................................................................................................................51
Glossary of Terms......................................................................................................................52
Key Concepts..............................................................................................................................53
Activities and Assessment..........................................................................................................54
Reflection...................................................................................................................................58
Post-Test...................................................................................................................................59
VI. Session 6: Magna Carta for Public School Teachers .................................................................
60
Desired Learning Outcome........................................................................................................60
Objectives..................................................................................................................................60
Pre-Test.....................................................................................................................................61
Key Concepts..............................................................................................................................62
Activities and Assessment..........................................................................................................62
Reflection...................................................................................................................................64
Post-Test...................................................................................................................................65
Appendix...................................................................................................................................66
VII. Session 7: Code of Ethics ...........................................................................................................
73
Desired Learning Outcome........................................................................................................73
Objectives..................................................................................................................................73
Pre-Test.....................................................................................................................................74
Glossary of Terms......................................................................................................................75
 Key Concepts..............................................................................................................................75
Activities and Assessments........................................................................................................76
Reflection...................................................................................................................................82
Post-Test...................................................................................................................................84
Appendix...................................................................................................................................85
VIII. Session 8: Results-based Performance Management System (RPMS) .....................................
89
Desired Learning Outcomes.......................................................................................................89
Objectives..................................................................................................................................89
Glossary of Terms......................................................................................................................90
Key Concepts..............................................................................................................................93
Activities and Assessment..........................................................................................................95
Reflection...................................................................................................................................97

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Salaries, Wages, and Benefits of Teachers................................................................98
Desired Learning Outcome........................................................................................................98
Objectives..................................................................................................................................98
Pre-Test.....................................................................................................................................99
Key Concepts and Vocabulary..................................................................................................101
Activities and Assessment........................................................................................................106
Reflection.................................................................................................................................107
Post-Test.................................................................................................................................108

REFERENCES
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Module 1
Welcome to the Department of Education!

We are pleased to have you as a member of the family.

We invite you to take time to read through the Department of Education (DepEd)
Teacher Induction Program (TIP) modules.

This module will help you get acquainted with the organization. It introduces you to DepEd
values as it translates to the way it delivers its service in accordance to its mandate, vision,
mission and goals. More importantly, it sets out DepEd’s policies and guidelines that reflect
standards on teaching practices that are consistent with DepEd’s core values—Maka-Diyos,
Maka-Tao, Makakalikasan at Makabansa. This module aims to help you realize your
professional development goals in your journey at DepEd.

As you go through the different sessions, consider the following as your desired learning
outcomes.
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 I. SESSION 1: MANDATE, VISION, MISSION,
CORE VALUES (VMV), AND STRATEGIC
DIRECTIONS

A. Desired Learning Outcomes

Beginning Teacher Proficient Teacher

Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching

BTI 7.1.1 PTI 7.1.2

Apply a personal philosophy of teaching that
Articulate a personal philosophy of teaching is learner-centered
that is learner-centered

B. Objectives
a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic directions and its
learner-centered philosophy of education
b. Write one’s own philosophy of teaching that is aligned to DepEd’s learnercentered
philosophy
c. Use varied and appropriate teaching strategies to deploy one’s personal teaching
philosophy as aligned to DepEd’s learner-centered philosophy

C. Pre-Test
You are given different courses of actions or situations. Tell whether each
statement is relating to:
a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction

Write the letter of your answer on the space provided before each number.
C 1. Teachers facilitate learning and constantly nurture every learner.
D 2. Abide by the rules of the school, community and country.
A 3. Make education accessible to all.
A 4. DepEd formulates, implements, and coordinates policies, plans, programs, and projects.
E 5. Modernize educational management and governance.
B 6. DepEd, a learner-centered institution, continuously improves itself to better serve
its stakeholders.
D 7. Engage oneself in worthwhile spiritual activities.
E 8. Improve quality and relevance of education.

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C 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
A 10. Supervise all elementary, secondary education institutions including
Alternative Learning System.

D. Glossary of Terms
Term Definition
DepEd’s Mandate obligation enforced by law
Vision an aspirational description of what an
organization would like to achieve or
accomplish. It is intended to serve as a clear
guide for choosing current and future courses of
action.
Mission a declaration of an organization’s core purpose
and focus that is normally unchanged over time.
Values are the principles the Department adheres to in
pushing the programs into action.

Strategic Direction a course of action that leads to the achievement

of organizational goals.

E. Key Concepts
What is the DepED Mandate?

1. The DepEd Mandate

2. “The State shall protect and promote the right of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)

4. The Department of Education (DepEd) formulates, implements, and coordinates

policies, plans, programs and projects in the areas of formal and non-formal basic
education. It supervises all elementary and secondary education institutions, including
alternative learning systems, both public and private; and provides for the establishment
and maintenance of a complete, adequate, and integrated system of basic education
relevant to the goals of national development.

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What is the DepEd Vision, Mission, and Core Values (VMV)?

What does the DepEd Vision mean?

“We dream of Filipinos who passionately love their country …”

Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer –
what we fervently hope for and what we diligently work towards.

By envisioning, we begin to fulfill our mandate and responsibilities as a

teacher and do our duty as Filipinos.

We want to develop learners who are true citizens and patriots, who have a
strong desire to serve their country and work for its betterment.

…and whose values and competencies enable them to realize their full potential…

We can do two things:

Inculcate the values and develop the necessary competencies deemed necessary
and desirable to ensure a lifelong learning.

…and contribute meaningfully to building the nation…

Because as a learner-centered institution we want them to know how to improve

themselves and realize their dreams, while keeping in mind and heart their love
for the country and care for fellowmen, maximizing the endowment of skills and talents,
not for selfish gain, but to contribute to building a nation every Filipino deserves.

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As a learner-centered public institution…

As stated in our mandate, the Department of Education (DepEd), “shall protect and
promote the rights of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all”.

In all our decisions and actions, we put the Filipino learner first. In the end, our
most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its stakeholders.”

Just like our students, we do not stop learning. We constantly seek to be better,
both as individuals and as an organization.

What is the DepED Mission

Core Values

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DepEd’s Strategic Directions

1. The Strategic Plan of the Department of Education (DepEd) 1 provides that by 2022, we will
have a nation-loving and competent lifelong learners able to respond to challenges and
opportunities through quality, accessible, relevant and liberating K to 12 Program delivered
by a modern, professional, proactive, nimble, trusted and nurturing DepEd. Hence, the
subsequent goals:
• Expand Access to Basic Education
• Improve Quality and Relevance
• Modernize Education Management & Governance

F. Activities and Assessment

1. In what specific ways can you contribute to the attainment of the DepED
mandate in the following areas?

Implementation of policies, plans, programs and projects in: Formal

Basic Education:

Alternative Learning System:

1
Source: DepEd Strategic Plan/Direction (2017-2022)

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 2. What can you do as a beginning teacher to:

promote quality education?

make education accessible to all?

3. Answer the following questions based on the readings above:

As a teacher, how do you encourage your students:

to discover their full potential that may contribute for the betterment of the socciety?

to apply the competencies prescribed in the curriculum?

to reflect and evaluate their home- and culture-based values?

Which among your specific roles/functions as a teacher can signify your responsibility among
your students and people in the community?

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_

What plans do you have as a teacher to achieve the learner-centered philosophy?

What can you do to better serve the learners in relation to learner-centered philosophy?

How can you foster partnership and extend linkages to your stakeholders?

4. Students learn in a child-friendly, gender sensitive, safe, and motivating environment.

What can you contribute to ensure a child-friendly, gender-sensitive, safe, and motivating
environment?

How do you address the uniqueness of each learner?

How do you ensure an enabling and supportive environment for effective learning to happen?

What are some ways to develop lifelong-learners?

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 5. My Philosophy in Teaching

State briefly your philosophy in teaching which spells your vision in entering the teaching profession
towards effective, learner-centered and meaningful teaching experience. It must be something you
believe that will drive you to success and to being a meaningful agent of change to students and your
community.

6. Vision Sharing (write your vision and share your thoughts about it to your co-teacher)

VISION Sharing

Make a vision board based on the following question:

How do you see your learners 10 years from now?

7. What strategies do you intend to apply a learner-centered philosophy to ensure the

attainment of your vision?

8. Concept Mapping. Using the terms written inside the box, label the following
schema appropriately in order to come up with a Concept Map showcasing the DepEd
Operational Priorities.

Strategic Directions
Mission
Learners
Vision
Mandate
Core Values

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 9. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic Directions

Now that you have completely understood the guiding principles of DepED, revisit and examine your
stated philosophy in teaching or personal vision in Activity 1. Should you find your own vision
inconsistent with that of DepEd’s organizational principles, make necessary revisions, polish, and
finalize it.

My personal vision in DepED Vision Re-aligned personal with

teaching DepED vision

10. Vision Attainment

Vision Statement

Cite Strategies on
How to successfully
attain your desired
Vision

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 How is it relevant to
the DepEd Mandate,
VMV, and Strategic
Directions?

G. Reflection
After going through this lesson, (DepEd Mandate, Vision, Mission, Core Values, and Strategic
Directions), answer in your journal the following questions:

1. In what concrete ways has this session helped you become a more agentive teacher in
promoting “learner-centered” teaching?

2. How has this session helped you clarify your vision and motive in serving your
learners better and in promoting a learner-centered environment for them?

3. What is the impact of the Department Mandate, VMV and Strategic Directions in your
vocation as a teacher? How can your understanding of DepEd’s Mandate and VMV provide
impact to your work as a teacher?

4. What are your personal beliefs and values that are aligned with the DepEd’s VMV?

5. How can you contribute to improve quality and relevance in education?

H. Post-Test
Tell whether the following statements are relating to:
• DepEd’s Mandate
• Vision
• Mission
• Core Value
• Strategic Direction

Write the letter on the space provided before each number.

1. Engage oneself in worthwhile spiritual activities.

2. DepEd, a learner-centered institution, continuously improves itself to better serve its
stakeholders.
3. Modernize educational management and governance.
4. DepEd formulates, implements, and coordinates policies, plans, programs, and projects.
5. Teachers facilitate learning and constantly nurture every learner.
6. Supervises all elementary, secondary education institutions including Alternative
Learning System.
7. Make education accessible to all.

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 8. Abides by the rules of the school, community and country.
9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
10. Improve quality and relevance of education.

II. SESSION 2: DEPED ORGANIZATIONAL STRUCTURE AND SCHOOL

PROCESSES

Desired Learning Outcomes

Beginning Teacher Proficient Teacher

Domain: Community Linkages and Professional Engagement

Strand: School Policies and Procedures

BTI: 6.4.1 PTI: 6.4.2

Know and understand school policies and
Comply with and implement school policies and
procedures to foster harmonious relationship
procedures consistently to foster harmonious
with the wider school community.
relationships with learners, parents, and other
stakeholders.

Objectives
a. Know and understand the DepEd organizational structure;

b. Describe the different school systems and processes and their support to school policies
and procedures to foster harmonious relationship with the wider school community;

c. Show proofs of compliance to school policies and procedures intended to foster

harmonious relationship with learners, parents, and other stakeholders.

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 Pre-Test
Each box at the left column contains positions at the central, regional, and schools division offices of
DepEd. Arrange the positions from highest to lowest based on your knowledge. Write your answers
on space provided.

Central Office

Assistant
Secretary,
Bureau
Director,
Secretary,
Undersecretar y
,Chief
Education
Supervisor
Regional Office

Chief,
Regional
Director, Leg al
Officer IV,
Administrative
Officer V,
Assistant
Regional
Director,
Education
Program
Supervisor ,
Supervising
Administrative
Officer,
Accountant III

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Schools Division Office

Administrative Officer V,Legal

Officer IV, Schools Division
Superintendent,
ChiefEducation Supervisor,
Education Program
Supervisor ,
District Supervisor ,
Assistant Schools Division
Superintendent, Senior
Education Program Specialist

Glossary of Terms
Term Definition
Quality Education The appropriateness, relevance, and excellence
of the education given to meet the needs and
aspirations of an individual and society.

Basic Education Early childhood, elementary, and high school

education as well as alternative learning systems
for out-of-school youth and adult learners and
includes education for
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 those with special needs.
Special Needs Education The education of children and youth with special
needs corresponding to elementary and
secondary education that require modified school
practices, curricula, programs, special services,
and facilities. This includes children and youth
who are gifted, talented, fast learners, and those
with disabilities.

Formal Education The systematic and deliberate process of

hierarchically structured and sequential learning
corresponding to the general concept of
elementary and secondary level of schooling. At
the end of each level, the learner needs a
certification to enter or advance to the next
level.
Alternative Learning System A parallel learning system to provide a viable
alternative to the existing formal education
instruction. It encompasses both the nonformal
and informal sources of knowledge and skills.

Learning Facilitator The term is used in the existing Alternative

and Equivalency Program (A & E). For
consistency and proper reference,
there is a need to include the definition of a
teacher in the formal system since being
learning facilitator is only one of their roles.

Adult Learners Learners aged 25 years and above who are

illiterates or neo-literates who either have had
no access to formal education or have reverted
illiteracy.
Out-of-School Youth School-age children who have not attended a
formal school system or who have dropped out
of formal elementary or secondary education.

School Head A person who performs administrative and

instructional supervision of a school or cluster
of schools.
Term Definition
Cluster of Schools A group of schools that are geographically
connected and brought together to improve
learning outcomes.

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Integrated Schools A school that offers complete basic education in
one school site and has unified instructional
programs and under one school head.

Learning Center A physical space to house learning resources and

facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community development and
improvement of the people’s quality of life

Key Concepts
What is Republic Act 9155?

Republic Act 9155, or “The Governance of Basic Education Act of 2001,” is “An act instituting a
framework of governance for basic education, establishing authority and accountability, renaming the
Department of Education, Culture and Sports as the Department of Education, and For Other
Purposes.”

Governance of basic education begins at the national level. It is at the regions, divisions, schools, and
learning centers—also known as field offices—where the policies and principles for the governance
of basic education are translated into programs, projects, and services developed, adapted, and
offered to fit local needs.

What are the purposes and objectives of this Act?

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 schoolchildren are able to learn a
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 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.

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What is the DepEd Rationalization Program?

DepEd was restructured to a function-based structure with the necessary staffing requirement through
its Rationalization Plan, which was approved by the Department of Budget and Management (DBM)
on November 15, 2013 under Executive Order No. 366 (EO 366, s. 2004). The EO seeks to fulfil the
purposes of focusing government efforts and resources on its vital/core service; improve the quality
and efficiency of government services delivery by eliminating/minimizing overlaps and duplication,
and improve agency performance through the rationalization of service delivery and support; and
providing options and incentives for government employees who may be affected by the
rationalization of the functions and agencies of the executive branch.

The goals are as follows:

a. Have a more efficient and effective central office that focuses on policymaking,
standards-setting and overall leadership of the department;
b. Have a reengineered regional office that focuses on localization of policies, quality
assurance and on being the technical support hub of its divisions; and
c. Have a reengineered division office that focuses on field leadership and supervision to
better support our schools in delivering our education services to the learners.

This reform area is one of the key steps undertaken by the Department toward K to 12 Basic
Education Program implementation.

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 Organizational Structure of the Central Office
Figure 1

Central Office
• Sets overall education agenda, directions, and policies
• Formulates systems and standards for national adoption
• Performs investment programming
• Articulates national frameworks to guide the organization in the performance of its core
functions and the provision of support
• Oversees quality assurance and performance accountability
• Builds partnerships with NGAs and nongovernment organizations (NGOs)

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 Organizational Structure of the Regional Office
Figure 2

Regional Office
• Sets regional agenda, directions, and policies
• Localizes curriculum
• Adapts to or adopts standards
• Manages quality assurance
• Provides technical assistance to divisions
• Manages program investment and equitable allocation of resources
• Establishes and manages partnerships

The reengineered regional office works with the local government units 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 sociocultural 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.

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 Organizational Structure of the Schools Division Office Figure 3

Schools Division Office

• Implements education agenda and policies
• Manages curriculum implementation
• Provides instructional supervision
• Builds communities of schools and learning centers
• Gives technical assistance to schools/learning centers
• Executes equitable distribution of resources
• Establishes and manages partnerships

As frontline office of the department for the management of basic education delivery, the Schools
Division Office (SDO) supervises schools and learning centers, which are the direct implementers of
educational programs for learner development.

This is carried out through a strategic division education plan that considers the needs and concerns of
the division, districts, schools, and learning centers and aligned with the regional education
development plans.

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 Organizational Structure and Staffing Pattern of Small Stand-alone Senior High
School, Overall Organizational Structure

A Senior High School (SHS) is headed by a school head. Subject Group Heads (SGH) supervise
teachers who teach a specific senior high school subject. The number of SGHs depends on the
number of subject groups taught in school. These positions are designated by the school head to
teaching staff. Nurses and guidance counselors may be deployed at a school as deemed necessary.

A junior high school is headed by a school head. Department heads (DH) supervise teachers in a
specific subject area. DH are Master Teachers or Head Teachers and are usually designated by the
School Head.

An elementary school is headed by a School Head. The School Head selects the grade- level
coordinators to lead teachers in a specific grade level.

School/Learning Centers
• Takes accountability for learner outcomes
• Implements the curriculum
• Provides equitable opportunities for all learners in the community
• Creates an environment conducive to teaching and learning
• Leads and manages the school and its resources
• Establishes and manages linkages with stakeholders

Activities and Assessment

Activity 1. The statements below are powers, duties, and functions of the National (N) Level,
Regional (R) Level, Division (D) Level, Schools District (SD) Level and

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School (S) Level. Read them carefully and put a check mark on the appropriate box on who is
responsible for exercising such.

Levels
Powers, Duties, and Functions
N R D SD S
Formulating educational policies
Promoting awareness of and adherence by all schools and learning
center to accreditation standards prescribed by the Secretary of
Education
Promulgating educational standards
Offering educational programs, projects, and services which
provide equitable opportunities for all learners in the community

Supervising the operations of all public and private elementary,

secondary and integrated schools, and learning centers.

Undertaking educational research and studies

Approving the establishment of public and private elementary and
high schools and learning centers
Curricula Supervision
Introducing new and innovative modes of instruction to achieve
higher learning outcomes
Monitoring the utilization of funds provided by the national
government and the local government units to the schools and
learning centers.

Activity 2. Answer the following questions.

1. What key provisions of Republic Act 9155, The Governance of Basic Education Act of
2011should a newly hired teacher be familiar with?

2. Why do think that RA 9155 states that, “The school shall be the heart of the formal
education system?” Cite specific conditions.

3. Identify the best practices in your school that adhere to the existing laws and regulations
stated on RA 9155. Make a checklist and share it with your colleagues.

Activity 3. Choose from the two options below.

1. Option A: Share your insight to your mentor or to your School Head.

2. Option B: Look for at least three (3) similar newly-hired teacher in your school, cluster,
or district who will serve as your partner, share your insights and compare your answer to
their answers.

Activity 4. Discuss which office or person can help you, and the process that must be
followed to resolve an issue or concern in the situations given below:
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Situation 1: You are asked to submit your Performance Commitment and Review Form.
Office/People to Contact Process to be followed

Situation 2: You are assigned as a school paper adviser aside from your regular teaching load. You
want to ask more about your task and how it will affect your assignment.
Office/People to Contact Process to be followed

Situation 3: You are assigned as the class adviser. You want to know your students’ profile and find
out how some of their personal problems affect their studies.
Office/People to Contact Process to be followed

Situation 4: You would like to find a good exposure trip or immersion for your SHS students.
Office/People to Contact Process to be followed

Situation 5: Your students have failing grades. You want to provide proper academic guidance.
Office/People to Contact Process to be followed

Situation 6: You would like to know your salary, deductions and benefits.
Office/People to Contact Process to be followed

Situation 7: You are a science teacher and your laboratory equipment are inadequate or need
repair.

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Office/People to Contact Process to be followed

Situation 8: A parent would like to sue you because her son was running for honors and got a failing
grade in your subject.
Office/People to Contact Process to be followed

Situation 9: You would like to organize a new interest club and get support from various
stakeholders.
Office/People to Contact Process to be followed

Situation 10: There is a typhoon but there is no announcement if classes will be suspended.
Office/People to Contact Process to be followed

Activity 5. Answer the following:

1. What processes were identified to be employed?

2. Are there processes not identified but should be followed? What are these, if any?

3. Who are the personnel and other individuals or groups identified to be involved in this case?

4. Are there other people who should be included in addressing the situation? If so, who else?
Why?

Activity 6. Reflect on the empowerment given to your school head as stipulated on RA

9155.

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 1. Observe how your school head adopts shared governance. Provide evidence showing
her effective management of the school as an instructional leader and administrative
manager.

2. Look for an experienced teacher in your school whom you think is trusted. Share your
observations about how you perceive your school head adopt shared governance and
effectively manage the school as an instructional leader and administrative manager. Ask that
teacher if you have the same observations.

Activity 7. Make a plan of action out of the following situations.

1. The schools division superintendent shall have authority, accountability, and

responsibility to ensure compliance of quality standards for basic education
programs. Write a commitment on how you will help its realization.

2. As a newly hired teacher, how will you help your school head and the school in
general to establish a strong partnership and linkages to its community?

Reflection
Journal Writing. Share your thoughts on the following:

1. What is the importance of knowing the DepEd organization structure and school
processes in the performance of your duties as a teacher?

2. Why should a teacher know who to approach in addressing concerns related to his or her
duties?

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 Post-Test
1. Each box at the left column contains positions at the central, regional, and schools division
offices of DepEd. Arrange the positions from highest to lowest based on your knowledge.
Write your answers on space provided.

Central Office

Assistant Secretary,
Bureau Director,
Secretary,
Undersecret
,Chief Education
ary
Supervisor
Regional Office

Chief, Regional
Director, Legal Officer IV,
Administrative Officer V, Assistant Regional Director, Education Program Supervisor ,
Supervising
Administrative Officer, Accountant III

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Schools Division Office

Administrative Officer V,Legal

Officer IV, Schools Division
Superintendent,
ChiefEducation Supervisor,
Education Program
Supervisor ,
District Supervisor ,
Assistant Schools Division
Superintendent, Senior
Education Program Specialist

2. Match Column A with Column B. Write the letter of the correct answer on the blank
before each number.

Column A Column B
1. It is a lifelong process of learning. a. Alternative Learning
System
2. Any organized, systematic educational
activity to provide selected types of learning.
b. Basic Education
3. It encompasses early childhood,
elementary, high school education, outof- school
youth and adult learners and for those with
c. Formal Education
special needs.

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 4. An educational institution d. Informal Education
undertaking the educational operation.
5. It is the systematic and deliberate
process of hierarchically structured and e. Learner
sequential learning.

f. Learning Center
6. Any individual seeking basic literacy
skills and functional life skills.
g. Non-Formal Education
7. A venue for face-to-face learning
activities for the improvement of people’s quality
of life.
h. Quality Education
8. A key-learning support who is
responsible for supervising and facilitating the
learning process and activities. i. School
9. It is the appropriateness, relevance, and
excellence of education given to meet the needs
and aspirations of individuals and society. j. Integrated School

10. It encompasses both the nonformal and

formal sources of knowledge and skills. k. Learning Facilitator

l. School Head

3. The statements below are powers, duties, and functions of the National (N) Level,
Regional (R) Level, Division (D) Level, Schools District (SD) Level and School (S)
Level. Read them carefully and put a check mark on the appropriate box on who is
responsible for exercising such.

Powers, Duties, and Functions Levels

N R D SD S
1. Formulating educational policies

2. Promoting awareness of and adherence by all schools

and learning center to
accreditation standards prescribed by the Secretary
of Education

3. Promulgating educational standards

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4. Offering educational programs, projects, and
services which provide equitable opportunities for
all learners in the community

5. Supervising the operations of all public and private

elementary, secondary and integrated schools, and
learning centers.

6. Undertaking educational research and studies

7. Approving the establishment of public and private

elementary and high schools and learning centers

8. Curricula Supervision

9. Introducing new and innovative modes of instruction to

achieve higher learning outcomes

10. Monitoring the utilization of funds provided by the

national government and the local government units to
the schools and learning centers.

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 III. SESSION 3 TEACHING AS A PROFESSION AND AS A VOCATION

Desired Learning Outcome

Beginning Teacher Proficient Teacher

Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching

BTI 7.2.1 PTI 7.2.2

Adopt practices that uphold the dignity of
Demonstrate behaviors that uphold the teaching as a profession by exhibiting qualities
dignity of teaching as a profession by such as caring attitude, respect, and integrity.
exhibiting qualities such as caring attitude,
respect, and integrity.

Objectives
a. Describe and synthesize teaching as a profession and as a vocation;
b. Evaluate yourself vis-a-vis professional characteristics of teachers;
c. Show behaviors that uphold the dignity of teaching as a profession
d. by exhibiting qualities such as caring attitude, respect, and integrity.

Pre-Test
Read the paragraph below then choose three phrases that best describe your own
philosophy in the teaching profession. Justify your answer.

1. Teaching is a noble profession as well as a vocation that calls to the heart of an individual. The
teacher plays a vital role in the lives of the learners, hence they are called heroes of the new
generations. They touch lives and influence others—making a big difference to the lives of
the learners. Teachers should take pride in upholding the qualities of being a professional and
to live according to the expectations of teaching as a profession and as a vocation.

a. Phrase 1:
b. Justification

c. Phrase 2:
d. Justification

e. Phrase 3:
f. Justification

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 Key Concepts
1. A profession is an occupation that involves specialized training and formal qualification. To be a
professional teacher, one has to satisfy the following requisites by the Professional Regulatory
Commission (PRC):

a. Must have passed the Licensure Examination for Teachers (LET).

b. Must be a member of the Philippine Public School Teachers’ Association (PPSTA), then
known as National Organization of Professional Teachers (NOPT) and earlier known as
the Philippine Association for Teacher Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in professional
development activities like seminars, workshops, conferences and other activities for the
enhancement of skills and knowledge. Today, this requirement is mandated by Republic Act
no. 10912, an Act Mandating the Continuing Professional Development Program for All
Regulated Professions, creating the Continuing Professional Development Council. You can
also read Resolution No. 11, Series of 2017 which contains the Operational Guidelines in the
Implementation of RA 10912. Please read RA No. 10912 and Resolution No. 11,
Series of 2017 in the Appendices.
d. Must abide by the code of ethics for the profession.

2. Why is Teaching a Vocation?2

A vocation is a calling to and from the heart of an individual. A profession can be a vocation as well
but can also be a choice made from different criteria. A vocation cannot be denied; it burns in the
heart and soul of a person and cannot be quenched until it is answered, whereas a profession can be
chosen based on family demands, income, status, or location. A teacher who practices teaching as his
or her vocation responds to the strong feeling, or calling for service just like the historic biblical
figures.

According to Butisingh (2007) teaching is more than a noble profession. The teacher is the most
important person in any civilization, as on him depends the molding of the nation.
There are not many born teachers but there are those who love teaching and there are those who enter
it as an occupation.

It is rare to meet a teacher who does not explain that she or he wanted to be a teacher to help children,
or to change the world through teaching children, or to give back what was received from a teacher,
to be a hero to others as teachers were heroes to them. Perhaps this heightened sense of vocation is
because, in our culture, additional rewards for teaching are difficult to find. The rewards are not
income and status as it is in some other vocations, or as teaching is in other cultures.

3. What are the Qualities of a Professional Teacher?

A professional teacher must have a deep understanding of the theoretical knowledge about learning
and human behavior.
“The best indicator of successful teaching is learning. Learning is a human
behavior. Theoretical knowledge about learning and human behavior is a strong
foundation that should serve to guide your actions as a teacher. Newly hired
teachers like you often find it difficult to internalize, translate and apply
theoretical knowledge you learned in college to the solution of practical

2
Maynard 2015

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 problems. You should use your knowledge of teaching and learning theories to
interpret situations and solve problems that you meet in the classroom events.
Your dilemma as a new professional teacher is not that the theories you have
learned are not workable but that they are difficult to interpret in order to solve
practical problems.”

A professional teacher demonstrates attitudes that foster learning and genuine human
relationship.
“Attitudes have a direct effect on the professional teachers’ behavior. The major
categories of attitudes that affect teacher behavior are (a) teacher’s attitudes
toward himself/herself; (b) teacher’s attitudes toward children; (c) teacher’s
attitudes toward peers, superiors, and parents; and (d) teacher’s attitudes
toward the subject.”

Your attitude toward yourself

If you are to understand and sympathize with your students’ feelings, you must recognize and
understand your own feelings first. Lessons in psychology tell us that persons who deny or cannot
cope with their own emotions are likely to be incapable of respecting and coping with the feelings of
others. A positive attitude toward yourself will help you make a good start.

Your attitude toward children

If you have empathy for your students and value them as unique individuals, they will respond to you
positively. Research on teachers’ expectations (Rosenthal and Jacobson 1992) showed that when
teachers hold low expectations of their students, it becomes a self- fulfilling prophecy. Students tend
to conform to the teachers’ low expectations. On the other hand, when teachers hold high
expectations and communicate these high expectations, students will often act in ways to live up to
these expectations. The teachers’ attitude toward students is a powerful influence on whether or not
students learn.

Your attitude toward peers, superiors, and parents

A teacher does not exist in isolated classrooms. The concept of the classroom is no longer confined
within the four walls of the building. It is a vast environment where learning can take place. Your co-
teachers in the school organization are part of the learning environment. The parents who are the
important stakeholders in their children’s education are individuals you have to relate to. A
harmonious relation with your peers and the parents will make your work more enjoyable and
rewarding. Likewise, an appropriate regard of your superior would make you a better professional.

Your attitude toward the subject matter

A teachers’ attitude is caught by the students. If you show enthusiasm, interest, and excitement in
your teaching, then the students will be motivated to learn. But if you show an “I don’t care attitude”
then the same feeling will be demonstrated by the students. A positive attitude is necessary in
teaching. You have to be passionate about what to teach in order to become an efficient and effective
teacher.

A professional teacher must have a mastery of the subject matter.

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 “A professional teacher must have a good command of subject matter. This means mastery of
the subject matter content and the judicious selection of the learning resources to be used to
teach the subject matter. Curricular content must be appropriate to the objectives and the
educational level of the learners. It is, therefore, necessary that the professional teacher must
have a thorough understanding of the school curriculum, its content, learning experiences and
the evaluation of the learning outcomes.”

“As a professional teacher, you must be able to choose the appropriate teaching methodology
or pedagogy for your subject matter. Professional teachers should be able to translate the
content knowledge into forms and levels that meet the abilities and needs of the learners. You
should be a teacher who gives clear and pertinent examples, makes analogies, demonstrations
and explanations that transform the subject matter into bits of knowledge that your students
can understand. Jerome Bruner believes that there is no subject matter which is difficult to
learn. It is the method that the teacher uses that makes the subject matter easy or difficult to
learn.”

A professional teacher must possess competencies in the use of teaching skills that facilitate student
learning.

“Aside from the mastery of the subject matter, a professional teacher must possess a
repertoire of teaching skills. The different learning styles of students will require the
use of appropriate teaching styles. Professional teachers must have developed
teaching skills which will foster student learning. The recognition of multiple
intelligences by Howard Gardner challenges the creativity and multiple talents of
teachers in order to match those of the students. Professional teachers should apply
knowledge they have acquired to the practice in the classrooms. They have to
consider the particular context or situations in their classrooms and adapt their
teaching behavior accordingly.”

Professional teacher must possess competencies in the use of teaching skills that facilitate student
learning.

“Professional teachers have their own beliefs, insights, and habits that will enable them to do
their job well. In recent years, educational researchers have noted the usefulness of personal
practical knowledge in solving problems, resolving tensions and simplifying work in the
classroom. Cases have shown that teachers’ personal knowledge adds important dimension to
the teachers’ competence.”

Activities and Assessment

Activity 1. Answer the following:

1. What is a profession?

2. Is teaching a profession? Why?

3. What are the requisites by the PRC one should satisfy before he/she becomes a
professional?

4. What are the qualities of a professional teacher?

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 5. What is a vocation?

6. How is vocation different from profession?

7. When can teaching be a vocation?

8. What are the characteristics of a teacher who takes teaching as a vocation?

9. How can you make teaching both a profession and a vocation?

10. Write how you manifest the first quality of a professional teacher.

11. Write the attitude you have that foster learning and genuine human relationship.

12. What attitude do you need to improve?

13. Write what you do to manifest mastery of subject matter? What do you need to
improve?

14. What are the effective teaching strategies that you use to facilitate student learning? Write
them down and share these to your partner.

15. What are some of your personal beliefs, insights, and habits that help you do your work
well?

Activity 2. Read and analyze the following situations then share your findings to your
peer.

1. Situation 1
Mr. Manalo divided his Araling Panlipunan class according to the abilities and interests of his
students. At the end of the lesson, the groups had the following outputs: The first group composed a
song, the second had a skit, and the third had an artwork.

What professional quality did Mr. Manalo exhibit?

2. Situation 2
The school principal visited the Science class of Miss Bravo. The principal observed that Miss
Bravo was reading from the textbook and her notes while explaining the lesson on ecosystem.

What could have been done by Miss Bravo to improve her teaching performance?

Activity 3. Let your pupils/students answer this survey form.

Put a check if your teacher manifests the following professional qualities.

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 Professional Qualities Yes No
Caring attitude
Treat others with respect
Integrity
Commitment towards work
Love of country
Honesty
Professionalism
Punctuality
Service-oriented
Competent

Reflection
As a newly hired teacher, I am already manifesting the following qualities
like

. However, I need to improve my qualities

.

Post-Test
Resolve the issue.
Is teaching more of a vocation or more of a profession?

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 IV. SESSION 4: PHILIPPINE PROFESSIONAL
STANDARDS FOR TEACHERS (PPST)

Desired Learning Outcome

Beginning Teacher Proficient Teacher

Learning Outcomes: 7 Domains of PPST

Strand: 37 Strands of PPST (Beginning and Proficient)

BTI PTI

Understand the set of standards that Adopt practices that demonstrate

makes explicit what teachers should understanding on the PPST.
know, be able to do, and value to
achieve competence, improved learning
outcomes, and eventually quality
education.

Objectives
a. Familiarize and discuss the seven domains and the different career stages of the PPST in
realizing one’s professional goals;

b. Demonstrate understanding on the PPST and its impact to the realization of one’s
professional practice and goals; and

c. Design an individual professional development plan based on the PPST and an

Individual Performance Commitment and Review (IPCR) intended to realize the
professional development plans.

Pre-Test
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Check whether each statement is true or false.
TRUE FALSE
1. PPST stands for Philippine Professional Standards for
Teachers.

2. There are 37 Domains and 7 strands in the PPST.

3. There are 4 career stages from Beginning to Proficient Teacher.

4. The number of years in service determines the career stages of

teachers.

5. Providing safe learning environment is the sole duty of a school

head.

6. Every teacher is expected to know diversity of learners.

7. Learning outcomes should be aligned with the learning

objectives.

8. Learners and parents should inform the teachers about the

results of the learning assessment.

9. Beginning teachers can only get professional growth through

seminars.

10. All teachers need to have professional goals to improve

teaching practice.

Glossary of Terms
Term Definition
Career stages Levels of professional development for teachers,
which happen in a continuum—from beginning
to exemplary practice that articulate
developmental progression, develop refine their
practice, and respond to the complexities of
providing quality basic education.

It consists of the following stages:

• Career Stage 1 or Beginning Teachers - have
gained the qualifications recognized for entry
into the teaching profession;
• Career Stage 2 or Proficient Teachers -
professionally independent in the
application of skills vital to the teaching
and learning process;
• Career Stage 3 or Highly Proficient

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 Teachers - consistently display a high
level of performance in their teaching
practice; and
• Career Stage 4 or Distinguished Teachers -
embody the highest standard for teaching
grounded in global best practices.

Domain broad conceptual sphere of teaching and

learning practices, defined by specific strands in
the set of
Professional Standards for Teachers
Indicator concrete, observable, and measurable teacher
behaviors/practices covered in every strand in the
set of professional standards for teachers

Philippine Professional Standards for Public document that defines teacher quality
Teachers (PPST) through well-defined domains, strands, and
indicators, that provide measures of professional
learning,
competent practice, and effective
engagement
Professional Reflection the teacher’s capacity to reflect in action (while
teaching) and on action (after teaching) which is
an important feature of professional
development program of teachers.

Strand more specific dimensions of teacher practice

under every domain in the set of professional
standards for teachers.

Key Concepts
1. DepEd provides the Philippine Professional Standards for Teachers (PPST) that sets forth
standards and competencies through well-defined domains, strands, and indicators that
provide measures of professional learning, competent practice, and effective engagement of
quality public basic education teachers.

2. The PPST also describes the levels of performance in the teaching practice for
professional development, provision of appropriate and proper assistance and support,
and eventually to ensure and sustain quality basic education.

3. The PPST: (i) sets out clear expectations of teachers along defined career stages of
professional development; (ii) engages teachers to actively embrace a continuing effort in
attaining proficiency; and (iii) applies a uniform measure to assess teacher performance,
identify needs, and provide support for professional development. It aims to improve teacher
quality—developing teachers who are properly equipped and prepared to assume the roles
and functions expected to effectively implement the K to 12 Program.

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 4. This lesson helps you understand the PPST by going through an individual self- reflection of
your actual teaching practice. This will give you a chance to analyze and reflect on your
practice, leading you to make your own professional development goals based on your
identified strengths and areas for improvement along with indicators from the PPST. As a
teacher, you will be guided by the new PPST in the competent and effective performance of
your duties and engagement as you aim for continuous professional advancement.

Activities and Assessment

A. “Map Me”

In this activity, you are going to make your own career map by answering the question below.
(Note: Please read and understand DepEd Order 42, s.2017)

Make your own timeline.

Beginning – Proficient - Highly Proficient – Distinguished

Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10

Years in Teaching Career Stage

Years 1-2 Beginning Teacher
Years 3-4
Years 5-6
Years 7-8
Years 9-10

1. In what career stage are you now as a teacher?

2. In what career stage do you situate yourself 10 years from now?
3. What professional development activities would you engage in to achieve your
desired career stage?

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B. Read

Answer the questions that follow.

1. What are the different career stages of teachers?

2. How will you go to the next higher career stage?

3. Is it possible for a beginning teacher to stay in 1 career stage for 5–10 years? Why or why not?

C. What I Learned

What are the seven domains of the PPST? Discuss each domain briefly based on your own understanding.

Domains Brief Discussion

Domains Brief Discussion

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 1. What is the difference between domains and strands, and strands and indicators?

2. Why do we need to set standards for teachers?

3. As a beginning teacher, which do you consider as the most important among the seven
domains? Justify your stand.

D. What I Do

Read thoroughly Domain 1 Content Knowledge and Pedagogy particularly the three
indicators in the beginning and proficient teachers. Answer the questions that follow.

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Which of the indicators can you confidently say you are doing?

1. Which of the indicators are you NOT doing yet?

2. What do you notice about the indicators from beginning to proficient teacher?

D. Read the following teaching practices. With all honesty, choose your answer by
ticking (/) the box that corresponds to your answer.

A- Always S- Sometimes N- Never

How often do you do the following in your teaching practice?

Indicators A S N
1.Demonstrates content knowledge and its application within and /or across curriculum
teaching areas
2.Shows skill in the positive use of ICT to facilitate the Teaching –Learning Process

3.Demonstrates knowledge of strategies that promote reading and numeracy skills

4.Applies teaching strategies that develop critical and creative thinking and/or other higher
order thinking skills
5. Demonstrates an understanding of the range of verbal and nonverbal classroom
communication strategies that support learner understanding, participation, engagement, and
achievement.
6.Uses Mother Tongue, Filipino, and English to facilitate teaching and learning

7.Demonstrates understanding of research based knowledge and principle of

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teaching and learning

E. What I Realize

Read thoroughly Domain 3 Diversity of Learners particularly the three indicators in the
beginning and proficient teachers. Answer the questions that follow.

1. What teaching practices do you think are responsive to the call of the indicators in
Domain 3 to address diversity of learners?

2. To address learner diversity, what teaching practices would you employ to enable you to
move from beginning to the proficient career stage?

Reflection
As a teacher, what are the indicators under beginning stage that you can do? Is it possible that you
can move to the higher career stage? Knowing where you are, what professional development goals
could you prepare based on your strength and areas for improvement?

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Based on the results of the self-assessment tool, make a professional development plan.

Professional Development Goal

Areas for Recommended Time Persons
Strengths
Improvement Development/Intervention frame Involved

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 Post-Test
Check whether each statement is true or false.
TRUE FALSE

I. Learning outcomes should be aligned with the learning

objectives.
II. Providing safe learning environment is the sole duty of a
school head.
III. There are 4 career stages from Beginning to Proficient
Teacher.
IV. The number of years in service determines the career
stages of teachers.
V. There are 37 Domains and 7 strands in the PPST.

VI. PPST stands for Philippine Professional Standards for

Teachers.
VII. Every teacher is expected to know diversity of learners.

VIII. Learners and parents should inform the teachers about the
results of the learning assessment.
IX. Beginning teachers can only get professional growth
through seminars.
X. All teachers need to have professional goals to improve
teaching practice.

V. SESSION 5: CAREER PATH WITHIN THE

DEPARTMENT OF EDUCATION
Desired Learning Outcome
Beginning Teacher Proficient Teacher

Domain 7: Personal Growth and Professional Development Strand:

Professional Development Goals

BTI 7.5.1 PTI 7.5.2

Show motivation to realize professional Set professional development goals based on

development goals based on the PPST. the PPST.

Objectives
a. Determine the career stages based on the PPST

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 b. Assess the personal teaching practices based on the PPST

c. Prepare a road map to serve as the career path in the DepEd journey of a beginning teacher.

Pre-Test:
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write B if you think
the teacher being described is a beginning Teacher; P Proficient; HP for Highly
Proficient; and D for Distinguished Teacher after the number and write it in the
blank provided.
1. Seeks advice from experienced colleagues to consolidate their teaching
practice.

2. Manages learning programs and have strategies that promote learning based on the
learning needs of their students.

3. Has a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy.

4. Possesses the requisite knowledge, skills, and values that support the
teaching and learning process.

5. Is professionally independent in the application of skills vital to the teaching and

learning process.

6. Provides focused teaching programs that meet curriculum and assessment

requirements.

7. Displays skills in planning, implementing, and managing learning programs.

8. Actively engages in collaborative learning with the professional community and

other stakeholders for mutual growth and advancement.

9. Continually seeks to develop their professional knowledge and practice by

reflecting on their own needs, and those of their colleagues and students.

10. Consistently displays a high level of performance in their teaching practice.

11. Manifests an in-depth and sophisticated understanding of the teaching and

learning process.

12. Has high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience.

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 13. Embodies the highest standard for teaching grounded in global best
practices.

14. Exhibits exceptional capacity to improve their own teaching practice and that of
others.

15. Recognized as leaders in education, contributors to the profession, and

initiators of collaborations and partnerships.
Glossary of Terms
Term Definition
Previous Performance rated the aspirants of required experiences with at least descriptive rating of
very satisfactory (VS) for the three previous school years (SYs).

Outstanding the meritorious achievements, innovations, and research attained and

Accomplishments produced by the aspirants.
Education the educational degree of the aspirants relative to job description for aspired
position specified in the qualification standards.

Learning and the attended trainings, developed innovations, attained recognitions, and
Development implemented research.
Interview process that captures potential performance of the aspirants through past
(Behavioral experiences.
Event)
Professional process that focuses on improving the competencies of personnel in line with
Development their mandated roles and responsibilities in order for them to achieve
expected standards (MPPD 2010).

Professional Growth personalized individual learning pathway gearing toward personal and
professional growth.
(professionalgrowth.sweetwaterschools.org.)
Career Pathing process to chart a course for progress on career laterally
Beginning Teachers • have gained the qualifications recognized for entry into the teaching
profession
• have a strong understanding of the subjects/areas in which they are trained
in terms of content knowledge and pedagogy
• possess the requisite knowledge, skills, and values that support the
teaching and learning process
• manage learning programs and have strategies that promote
learning based on the learning needs of their students
• seek advice from experienced colleagues to consolidate their
teaching practice
Proficient Teachers • professionally independent in the application of skills vital to the
teaching and learning process
• provide focused teaching programs that meet curriculum and
assessment requirements

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 • display skills in planning, implementing, and managing learning
programs
• actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
advancement
• are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers
Highly Proficient • display a high level of performance in their teaching practice
Teachers • manifest an in-depth and sophisticated understanding of the
teaching and learning process
• have high education-focused situation cognition, are more
Term Definition
adept in problem solving and optimize opportunities gained from
experience
• provide support and mentoring to colleagues in their professional
development, as well as work collaboratively with them to enhance the
learning and practice potential of their colleagues
• continually seek to develop their professional knowledge and
practice by
• reflecting on their own needs, and those of their colleagues and
students
Distinguished • embody the highest standard for teaching grounded in global best
Teachers practices
• exhibit exceptional capacity to improve their own teaching practice and
that of others
• recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships
• create lifelong impact in the lives of colleagues, students and others
• consistently seek professional advancement and relevance in
pursuit of teaching quality and excellence
• exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the
Philippines

Key Concepts
1. Creating a career path is an essential component of your lifelong career toward
developmental growth of your profession as teacher.

2. Career pathing requires the teacher to take an honest look at their career goals, skills,
needed knowledge, experience, and personal characteristics requiring a plan to obtain what
is necessary to carry out the career path.

3. You can develop a career path by looking at your desired job/jobs within the
organization. Then, chart a course put it in writing and then own it.

4. Recognizing and reflecting on these stages provides teachers lateral movement,

transfers, promotion in rank and positions, and rewards and recognitions.
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 5. Attaining the desired goals will also require the teachers to develop skills, pursue
employee development opportunities, and obtain certain experiences as they progress
along their career path through the organization.

6. Coaching and mentoring assistance from the more experienced teachers, master teachers,
department heads, school heads, education program supervisors, and other experts in the
field will help and guide in coursing your paths.

7. The entry level of a newly-hired teacher is Teacher I regardless of experience. A teacher may
be promoted to Teacher II or Teacher III depending on the units earned in their master’s
degree and other qualifications for promotion. A Teacher III may opt to be a Master Teacher
(MT) or a Head Teacher (HT) depending on the degree that the teacher has earned. An MT or
HT may opt to take the principal’s test and become school head if he or she successfully
passes the said test. In some cases, principals and teachers who have the qualifications may
apply directly to the division office, regional office, or even at the central office.

Activities and Assessment

A. Study the table below and ask assistance from your mentor then answer the
questions that follow.

POSITION RANK

Teacher TI TII TIII

Master Teacher MTI MTII MTIII MTIV

Head Teacher HTI HTII HTIII HTIV HTV HTVI

School Head PI PII PIII PIV

1. What are the qualifications for a Teacher I to be promoted to Teacher II?

2. What are the qualifications for a Master Teacher? A Head Teacher?

3. Is it possible for a newly hired teacher to become a Master Teacher or Head Teacher after 1
year in service? Why or why not?

B. Conduct a research and find out the qualification standards of different positions at
DepEd that you can apply for in the next years.

Position/ Salary Education Experience Training Eligibility

Title Grade
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Teacher II

Teacher III

Master
Teacher I

Position/ Salary
Education Experience Training Eligibility
Title Grade

Head
Teacher I

Principal I

Public Schools
District
Supervisor

Education
Program
Supervisor

C. Resolve the issue

Teacher A is a Teacher III in Rizal Elementary School for 5 years. She was able to earn a master’s
degree in educational leadership and management with specialization in Curriculum, Instruction, and
Assessment. Coincidentally, there is one Master Teacher I (Salary Grade 19) item available in the
school and one Senior Education Program Specialist (SG 19) in the division office. The division
office and the school are situated in the city. Given the situation, if you are Teacher A, which position
would you choose? Why?

D. My Gains

Answer the questions that follow.

1. What did you learn about professional development? What is the connection between personal
growth and professional development?

2. How does professional development affect your teaching performance?

3. Would you recommend these professional development activities to your colleagues? Why or
why not?

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E. Beginning with an End in Mind

Knowing your own strengths and weaknesses, draw a professional development road map.
Make this activity an illustration of your personal journey, and how you view yourself 6 years from
now.

Here’s what’s required on the road map:

 The first stop on the road map should be your entry to public school system; you can decide
how the map “ends” in 10 years from now.

 There should be five other “stops” on the map, representing different key concepts that
could help or hamper your journey in achieving professional development. They may be
experiences that you have or have yet to experience.

 Record three major future events that you hope will happen on your road map. Indicate
on your map your age when you want these things to happen. (Possible examples-
graduating from graduate school, getting promoted, implemented innovations, and
improved teacher development stage etc.)

 The map should have small illustrations of each event—this can be a symbol, picture,
magazine cut-out, clip art, etc.

 The map should be in color! How you decorate and map out your professional growth journey
is up to you.

Be guided by the following rubric:

Level 1 Level 2 Level 3 Level 4
Required One or more Road map Road map Road map
Elements includes all includes all includes all
required element
required required
required
is missing from the elements. elements and
road map. one additional elements as well
element. as a few
additional
elements.

Map The road map Some events are Each event is Each event is
Illustrations lacks illustrations illustrated with an illustrated with an illustrated with a
for life events image or symbol. image or symbol. detailed and
creative image or
symbol.

Presentation The road map The road map The road map The road map
and lacks neatness, presentation presentation presentation
Creativity creativity, and demonstrates demonstrates demonstrates
effort. some neatness, neatness, effort, excellent
effort, and and creativity, neatness, effort,
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 creativity, and creativity,

The first step is to sketch out your life map before you actually start the project. Use the
space below to create a rough sketch.

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 Reflection
Choose ONE of the two writing prompts to write a well-developed response in
paragraph form.

1. From your map, choose two events to write about. Consider the following questions when
writing about each of these: why did you choose to include this event on your map? How
will this event affect your pursuit for professional development? OR
2. From your map, choose your top future entry (goal) and clearly describe what steps you could
take to help you reach this goal (minimum of three steps). Describe what resources you would
need to meet these goals. Why is it important for you to achieve such professional growth?

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 Post-Test
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write B if you think
the teacher being described is a beginning Teacher; P Proficient; HP for Highly
Proficient ; and D for Distinguished Teacher after the number and write it in the
blank provided.
1. Seeks advice from experienced colleagues to consolidate their teaching
practice.

2. Manages learning programs and have strategies that promote learning based on the
learning needs of their students.

3. Has a strong understanding of the subjects/areas in which they are trained in terms
of content knowledge and pedagogy.

4. Possesses the requisite knowledge, skills, and values that support the
teaching and learning process.

5. Is professionally independent in the application of skills vital to the teaching and

learning process.

6. Provides focused teaching programs that meet curriculum and assessment

requirements.

7. Displays skills in planning, implementing, and managing learning programs.

8. Actively engages in collaborative learning with the professional community and

other stakeholders for mutual growth and advancement.

9. Continually seeks to develop their professional knowledge and practice by

reflecting on their own needs, and those of their colleagues and students.

10. Consistently displays a high level of performance in their teaching practice.

11. Manifests an in-depth and sophisticated understanding of the teaching and

learning process.

12. Has high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience.

13. Embodies the highest standard for teaching grounded in global best
practices.

14. Exhibits exceptional capacity to improve their own teaching practice and that of
others.

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 15. Recognized as leaders in education, contributors to the profession and
initiators of collaborations and partnerships.

VI. SESSION 6: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

Desired Learning Outcome

Beginning Teacher Proficient Teacher

Domain 6: Community Linkages and Professional Engagement

Strand: Professional Ethics

BTI 6.3.1 PTI 6.3.2

Regularly review personal teaching
practices using existing laws and
Be aware of existing laws and regulations that regulations that apply to the teaching
apply to the teaching profession. profession.

Objectives
a. Demonstrate awareness on the Magna Carta of Public School Teachers in Basic Education
and your professional rights, opportunities, benefits, and responsibilities.

b. Reflect on the personal teaching practice in relation to the relevant provisions of the Magna
Carta.

c. Write a commitment on how you will perform your rights and responsibilities guided by
the Magna Carta.

Pre-Test
Fill in the blank with the correct answer.

1. An Act to promote and improve the social and economic status of public school
teachers is called .

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 2. All persons engaged in classroom teaching in any level of instruction whether full or part
time basis are called .
3. In , minimum educational qualification is only one of the
criteria on recruitment, selection and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and or hospitalization, and
reimbursement for travelling expenses in regions where there is a scarcity of medical
facilities are under the provision of Magna Carta on
.

6. The additional unit requirement to be taken in case a person is a graduate of

bachelor’s degree in arts and sciences is called .
7. The act that states before any person is allowed to practice as a professional teacher in
the Philippines, one must have a valid certificate of registration and a valid professional
license from the PRC is known as .
8. The actual number of hours of classroom teaching in a day that a teacher needs to render is
.
9. Study leave and indefinite leave are kinds of entitled leaves given to a teacher under
the of the Magna Carta.
10. The section on of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend their
interests.

Key Concepts
1. As teachers’ efforts are being recognized in building the nation, an Act was passed into law
to look after the welfare of the public school teachers and to promote, improve, and secure
the professional rights of a teacher—known to be the RA 4670 or Magna Carta for Public
School Teachers.

2. A teacher is defined in this act as “all persons engaged in teaching (look into the provision of
the law: in any level of instruction, on full-time basis) basic education in public schools
and all other persons performing supervisory functions in all public schools in basic
education, specifically: department heads, assistant school heads, school heads, district,
division, and regional supervisors, assistant schools division superintendent, schools division
superintendents, assistant regional directors, regional directors and bureau/service/center
directors, but shall not include support personnel such as legal, medical and dental, planning,
property/ supply, financial and human resource employees.”

3. The Magna Carta for Public School Teachers aims to improve the social and economic status
of public school teachers in basic education, their living and working conditions,
employment, and career prospects.

Activities and Assessment

Activity 1. THROWBACK

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Recall a time when you were recruited and employed at DepEd. What were the challenges and
problems you encountered and how did you overcome them.

1. Illustrate the process experienced on the manner you were recruited, selected, and
appointed.

2. Illustrate the things and objects symbolic of the process of recruitment, selection, and
appointment you have experienced. For example, a small stone signifies an easy process
and a huge to very huge stone indicates the degree of difficulty on a particular stage of
your recruitment, selection, and appointment.

Activity 2. Answer the following questions by putting a check mark inside the circle if you Agree or
Disagree to the following statements and then justify your answer on the space provided.

1. As teachers are professionals and hired as the right people to the right position, it follows that
in exercising professionalism in teaching, they need to know the standards that they need to
teach, and the need to know on how to teach in the most effective ways.

2. Being well-compensated in monetary and other benefits in teaching, it is a must for

teachers to render exemplary performance.

3. If the teachers teach well in their 6 hours of actual teaching loads and care more about their
students, the result would bring a favorable impact to students to do well and to do better in
their studies.
4. These are the following criteria with respective points used in the evaluation and selection
procedure in the hiring of Teacher 1. Education 20%, Teaching Experience 15%, LET/PBET
Rating 15%, Specialized Training Skills 10%, Interview 10%, Demonstration Teaching 15%,
and Communication Skills 15%.

5. No teacher may be transferred without his or her consent. Should there be an urgent need or
demand for transfer, the school superintendent must notify the teacher beforehand and state
the reasons.

6. Any dues can be deducted to teachers aside from what is stipulated by law.

7. If a teacher reaches the age and service requirements for retirement, he or she is allowed
to enjoy the one-range salary raise.

8. It is just to pay additional compensation to a teacher who renders 8 hours of actual

teaching.

9. If a teacher is married to one who is also a public school teacher, they are not
allowed to teach in the same school.

10. During disciplinary procedures, teachers are not entitled to due process and must not be given
a written notice, a time to access evidence, to make a defense, a time for preparation and
appeal.

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Activity 3. Direction: Challenge yourself by justifying your answer to uphold the integrity and professional
duties of a teacher.

1. Any teacher engaged in actual classroom instruction shall not be required to render more than 6
hours of actual classroom teaching per day with all the classroom teaching preparation, checking
of given exercises and other related work to their normal teaching duties. Provided however, that
where the exigencies of the service so require, any teacher may be required to render more than 6
hours but not exceeding 8 hours of actual teaching hours a day. How does this affect your
integrity and professional duties as a teacher?

2. There shall be no discrimination whatsoever in the entrance to the teaching profession, and/or
during in exercising its duties or even in the termination of tenure in service. Does this affect
your integrity and professional duties as a teacher?

3. As a teacher you submitted yourself in the evaluation and hiring process of your Schools
Division by following what was stipulated in DO 7, s. 2015. In the RQA, you were ranked
number 1. It so happened the appointing authority selected and appointed the teacher next in rank
to you. Did the appointing authority violate your rights as a teacher? Does this affect your
integrity and professional duties as a teacher?

4. DepEd provides the curricula to be implemented and teachers are encouraged to be innovative in
their teaching and classroom methods. The department supports the academic freedom of the
teacher in the discharge of their professional duties, particularly with regard to teaching and
classroom management. Does this affect your integrity and professional duties?
5. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum
salary by means of regular increments, granted automatically after 3 years to the maximum steps,
as provided by law. Provided, that the efficiency rating of the teacher concerned is at least
Satisfactory. How true is this? Does this affect your integrity and professional duties as a teacher?

Reflection
In the Department of Education, we are saddened to hear news of malpractices of teachers in the
profession. Let us uplift ourselves and our profession. Write your commitment to complete the
paragraph below.

As member of the DepEd learning community, I commit myself to help realize the DepEd mission
and vision. I promise to

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 Post-Test
Fill in the blank with the correct answer.

1. An Act to promote and improve the social and economic status of public school
teachers is called .
2. All persons engaged in classroom teaching in any level of instruction whether full or part
time basis are called .
3. In , minimum educational qualification is only one of the
criteria on recruitment, selection, and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and/or hospitalization,
and reimbursement for travelling expenses in regions that lack medical facilities are
under the provision of Magna Carta on .
6. The additional unit requirement to be taken in case a person is a graduate of
bachelor’s degree in arts and sciences is called .
7. The act that states before any person is allowed to practice as a professional teacher in
the Philippines, one must have a valid certificate of registration and a valid professional
license from the PRC is known as .
8. The actual number of hours of classroom teaching in a day that a teacher needs to render is
.
9. Study leave and indefinite leave are kinds of entitled leaves given to a teacher under
the of the Magna Carta.
10. The section on of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend their
interests.

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 Appendix
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve
the social and economic status of public school teachers, their living and working conditions, their
terms of employment and career prospects in order that they may compare favorably with existing
opportunities in other walks of life, attract and retain in the teaching profession more people with the
proper qualifications, it being recognized that advance in education depends on the qualifications and
ability of the teaching staff and that education is an essential factor in the economic growth of the
nation as a productive investment of vital importance.

Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers"
and shall apply to all public school teachers except those in the professorial staff of state colleges and
universities.

As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any
level of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts
or vocational instructors, and all other persons performing supervisory and/or administrative functions
in all schools, colleges and universities operated by the Government or its political subdivisions; but
shall not include school nurses, school physicians, school dentists, and other school employees.

II. RECRUITMENT AND CAREER

Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and
appointment of teachers shall be clearly defined by the Department of Education: Provided,
however, That effective upon the approval of this Act, the following shall constitute the minimum
educational qualifications for teacherapplicants:

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

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

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

equivalent with a major and a minor; or a Bachelor's degree in Arts or Science with at
least eighteen professional units in Education.

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

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

d. For teachers of courses on the collegiate level, other than vocational,

master's degree with a specific area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational
qualifications as hereinabove provided, the school superintendent may appoint, under a temporary
status, applicants who do not meet the minimum qualifications: Provided, further,

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That should teacher-applicants, whether they possess the minimum educational qualifications or not,
be required to take competitive examinations, preference in making appointments shall be in the order
of their respective ranks in said competitive examinations: And provided, finally, That the results of
the examinations shall be made public and every applicant shall be furnished with his score and rank
in said examinations.

Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service eligibility:
Provided, however, That where, due to the exigencies of the service, it is necessary to employ as
teacher a person who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status
and shall undergo a period of probation for not less than one year from and after the date of his
provisional appointment.

Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers
as provided under existing laws.

Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack
of necessary civil service eligibility shall be extended permanent appointment for the position he is
holding after having rendered at least ten years of continuous, efficient and faithful service in such
position.

Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.

Where the exigencies of the service require the transfer of a teacher from one station to another, such
transfer may be effected by the school superintendent who shall previously notify the teacher
concerned of the transfer and the reason or reasons therefore. If the teacher believes there is no
justification for the transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be.
Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided,
however, that no transfers whatever shall be made three months before any local or national
election.

Necessary transfer expenses of the teacher and his family shall be paid for by the Government if
his transfer is finally approved.

Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act,
the Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public
School Teachers. A copy of the Code shall be furnished each teacher: Provided, however, that
where this is not possible by reason of inadequate fiscal resources of the Department of Education, at
least three copies of the same Code shall be deposited with the office of the school principal or head
teacher where they may be accessible for use by the teachers.

Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at
each stage of any disciplinary procedure and shall have:

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

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

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

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

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the
pendency of his case.

Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially
by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at least have the rank
of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its
absence, any existing provincial or national teacher's organization and a supervisor of the Division,
the last two to be designated by the Director of Public Schools.
The committee shall submit its findings and recommendations to the Director of Public Schools
within thirty days from the termination of the hearings: Provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the committee shall be
appointed by the Secretary of Education.

Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.

Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.

Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.

III. HOURS OF WORK AND REMUNERATION

Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give
him time for the preparation and correction of exercises and other work incidental to his normal
teaching
duties: Provided, however, that where the exigencies of the service so require, any teacher may be
required to render more than six hours but not exceeding eight hours of actual classroom teaching a
day upon payment of additional compensation at the same rate as his regular remuneration plus at
least twenty-five per cent of his basic pay.

Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary,
co-curricula and out of school activities and any other activities outside of what is defined as normal
duties of any teacher shall be paid an additional compensation of at least twenty-five per cent of his
regular remuneration after the teacher has completed at least six hours of actual classroom teaching a
day.

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In the case of other teachers or school officials not engaged in actual classroom instruction, any
work performed in excess of eight hours a day shall be paid an additional compensation of at
least twenty-five per cent of their regular remuneration.

The agencies utilizing the services of teachers shall pay the additional compensation required under
this section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration provided
for under this section.

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

a. they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;

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

themselves and their families; and

c. they shall be properly graded so as to recognize the fact that certain positions require
higher qualifications and greater responsibility than others: Provided, however, That
the general salary scale shall be such that the relation between the lowest and highest
salaries paid in the profession will be of reasonable order. Narrowing of the salary scale
shall be achieved by raising the lower end of the salary scales relative to the upper end.

Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted automatically after three
years: Provided, That the efficiency rating of the teacher concerned is at least satisfactory. The
progression from the minimum to the maximum of the salary scale shall not extend over a period of
ten years.

Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a
city, municipal, municipal district, or provincial government, shall not be less than those provided for
teachers of the National Government.

Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise
in the cost of living by the payment of a cost-of-living allowance which shall automatically follow
changes in a cost-of-living index. The Secretary of Education shall, in consultation with the proper
government entities, recommend to Congress, at least annually, the appropriation of the necessary
funds for the cost-of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of
the President of the Philippines, be binding on the city, municipal or provincial government, for the
purposes of calculating the cost-of-living allowances of teachers under its employ.

Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship allowances
equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of
the Philippines or its equivalent in checks or treasury warrants. Provided,

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however, that such checks or treasury warrants shall be cashable in any national, provincial, city
or municipal treasurer's office or any banking institutions operating under the laws of the
Republic of the Philippines.

Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however,
that upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the
Philippine Public School Teachers Association, and (2) premiums properly due on insurance policies,
shall be considered deductible.

IV. HEALTH MEASURES AND INJURY BENEFITS

Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free
of charge for all teachers before they take up teaching, and shall be repeated not less than once a year
during the teacher's professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity paying the salary of
the teachers.

In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the
necessary medical care with the right to be reimbursed for their traveling expenses by the
government entity concerned in the first paragraph of this Section.

Sec. 23. Compensation for Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain
on the teacher's health shall be recognized as a compensable occupational disease in accordance with
existing laws.

V. LEAVE AND RETIREMENT BENEFITS

Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public
schools, they shall be entitled to study leave not exceeding one school year after seven years of
service. Such leave shall be granted in accordance with a schedule set by the Department of
Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of
their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than
one year study leave, unless he needs an additional semester to finish his thesis for a graduate study
in education or allied courses: Provided, further, That no compensation shall be due the teacher
after the first year of such leave. In all cases, the study leave period shall be counted for seniority
and pension purposes.

The compensation allowed for one year study leave as herein provided shall be subject to the
condition that the teacher takes the regular study load and passes at least seventy-five per cent of his
courses. Study leave of more than one year may be permitted by the Secretary of Education but
without compensation.

Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.

Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and
service requirements of the applicable retirement laws shall be given one range salary

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raise upon retirement, which shall be the basis of the computation of the lump sum of the retirement
pay and the monthly benefits thereafter.

VI. TEACHER'S ORGANIZATION

Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without
previous authorization both to establish and to join organizations of their choosing, whether local or
national to further and defend their interests.

Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately
preceding Section shall be exercised without any interference or coercion. It shall be unlawful for any
person to commit any acts of discrimination against teachers which are calculated to

(a) make the employment of a teacher subject to the condition that he shall not join an
organization, or shall relinquish membership in an organization,

(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the
consent of the proper school authorities, within school hours, and
(c) to prevent him from carrying out the duties laid upon him by his position in the
organization, or to penalize him for an action undertaken in that capacity.

Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of
national policies governing the social security of the teachers.

VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary
rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to
this Section shall take effect thirty days after publication in a newspaper of general circulation and by
such other means as the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.

Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits
herein granted to public school teachers under the employ of the National Government.

Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in
the exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to
defeat any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than
one hundred pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.

If the offender is a public official, the court shall order his dismissal from the Government
service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.

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Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act
or any provisions not affected thereby shall remain in force and in effect.

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

June 18, 1966

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 VII. SESSION 7: CODE OF ETHICS

Desired Learning Outcome

Beginning Teacher Proficient Teacher

Domain 6: Community Linkages and Professional Engagement Strand:

Professional Ethics

BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and regulations that Regularly review personal teaching practices
apply to the teaching profession, and be using existing laws and regulations that apply
familiar with the responsibilities specified in to the teaching profession and the
the Code of Ethics for Professional Teachers. responsibilities specified in the Code of Ethics
for Professional Teachers

Domain 7: Personal Growth and Professional Development

Strand: Dignity of Teaching as a Profession

BTI 7.2.2 PTI 7.2.2

Demonstrate behaviors that uphold the Demonstrate behaviors that uphold the dignity
dignity of teaching as a profession by of teaching as a profession by exhibiting
exhibiting qualities such as caring attitude, qualities such as caring attitude, respect and
respect, and integrity integrity

Objectives
a. Demonstrate understanding of the key provisions of the code of ethics and become familiar
with the responsibilities of a professional teacher.

b. Describe how the code of ethics can help or guide a teacher in the day to day
performance/tasks of his work, hence resulting to a good teacher

c. Describe and become familiar with the responsibilities specified in the Code of Ethics for
Professional Teachers.

d. Exhibit professional behavior as set out by the Code of Ethics for Teachers in the
Philippines.

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 Pre-Test
Choose the letter with the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for honors visits you to
ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given honor
student.
c. Respectfully reject the offer and explain that you might be accused of bribery.
d. Explain the chance of the daughter objectively and graciously accept the offer.

2. Which of the following is NOT correct under the Code of Ethics for Teachers regarding
teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and other school
commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial
affairs.
d. None of the above.

3. Every teacher shall participate in the program of the PRC and shall
pursue other studies as will improve his efficiency, prestige and strengthen his competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education

4. During the distribution of the report card, which of the following must be the foremost
concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.

5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting
teaching. At the end of the day she is totally burned out. If you were in her place from whom
will you ask assistance?
a. from the principal c. from co-teachers
b. from the parents d. from pupils

Glossary of Terms
Terms Definition

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Code of Ethics a guide of principles designed to help professionals act with
honesty and integrity. A written set of rules and management
to help them conduct their actions in accordance with its
primary values and standards. (Oxford English Dictionary)

Teacher a person who facilitate learners to gain knowledge, skills, and

values that enhance development. A person who has the
knowledge, skills, attitude, and special trainings in teaching,
explaining, and educating. (R.A. 9155)

Professional a person who characterized by or conforming to the technical

or ethical standards of a profession. A person who exhibits
courtesy, conscientiousness, and generally manners that are
acceptable resulting improvement of the organization he
belongs.

Behavior the way in which one acts or conducts oneself, especially

toward others and to the organization he or she is serving.

School is an educational institution, private, and public, understating

operation with a specific age group of pupils or students
pursuing defined studies at defined level, receiving instruction
from teachers, usually located in a building or a group of
buildings in a particular physical site. (R.A. 9155)

Learner any individual seeking basic literacy skills and functional life
skills or support services for the improvement of the quality of
his/her life (R.A.
9155)

Key Concepts
1. The Code of Ethics for Professional Teachers serves as guide for teachers specifically
to new teachers for them to exhibit proper behavior to the learning community at all
times. It is imperative that you observe and practice this set of ethical and moral
principles, standards, and values.

2. In everyday life, you are confronted with the challenges to do the right thing. When you
are faced with professional decisions that seem to have ethical implications, there are
conditions and provisions of the Code of Ethics that will guide you to determine the best
actions.

3. Teachers have the responsibility to push their learners to their full potential and to
develop their personality.

4. Teachers have great influence in the lives of their learners. They are expected to be
professionally competent in the practice of their profession. Moreover, they need also to
possess good reputation not only in the school but in the

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 entire community. Having this big responsibility in the learning environment, teachers
must be guided by this document which comprehensively discuss the different
expectations from a teacher.

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

6. In the school you are expected to collaborate with your school administrators, co-
teachers, and other personnel in order to provide a safe, friendly learning experiences for
the learners.

7. As part of the DepEd organization, you are further expected to follow the directions and
instructions of your school administrator and higher DepEd officials.
8. Being a teacher, you should consider your co-teachers and other personnel in achieving the
goals of education. They must be treated with courtesy, consideration, and mutual respect.
You should also be punctual in the submission of office reports and other tasks to facilitate
the completion of the work by the support personnel.

Activities and Assessments

Activity 1. After reading the key concepts, work on the following:
Self-Reflection

I realized that …

Teacher as role model

Teacher’s personality

Teacher’s social adjustment

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 Teacher’s professional growth and development

Teacher’s accountability

Activity 2. Study the following cases. Guided by your understanding of the Code of Ethics for
Professional Teachers (Appendix 1), identify the article and the provision that can guide the teacher
to come up with his best action. Write your answers on the space provided in each number.

Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his students regarding
the grade of his daughter in English. Mr. Baguio listened to the complaint of the guardian with
sympathy and referred it to the teacher concerned for clarification.

Article in the Provision Is Mr. Baguio right in his action

Code of Ethics statement (Explain based on the provision
of the article)

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Case 2
During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the fiesta
directorate chairman. Because of his talent, he accepted the task willingly even without any
honorarium. He facilitated the culture-based activities that resulted to a very organized
celebration of their barrio fiesta. Is it alright for Mr. Maya not to receive payment for the services
he rendered during the barrio fiesta?

Article in the Code of Provision Is Mr. Maya right in his action

Ethics statement (Explain based on the provision
of the article)

Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is scheduled
to hold its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie Rivera, the school
principal, advised the faculty to attend and help the organizers to facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the principal that she could
not make it for she needs to attend her Saturday class. Is it correct not to render service on a
Saturday because of her studies?

Article in the Code of Provision Is Mrs. San Jose correct in his

Ethics statement action?
(Explain based on the provision
of the article)

Case 4

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Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor
awardee but she prefers Leonard, another student to get the recognition. In order to ensure that
Leonard will get the highest honor award, she gave Joel low grades in recitation and in
performance tasks. Is it right to give Joel low grades just to make Leonard the awardee?

Article in the Provision Is Mrs. Amores right in her action

Code of Ethics statement (Explain based on the provision of the
article)

Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would
ask him to attend training, he would always decline and would ask another teacher to attend
the said training. Is this proper?

Article in the Code of Provision Is Mr. Reyes correct in his

Ethics statement action?
(Explain based on the provision
of the article)

ACTIVITY 3. Now that you are done reading and analyzing the different provisions and articles
specified in the Code of Ethics for Professional Teachers, you are requested to share your insights
focusing on the learning that you gained from this session and at the same time, other information
that you think are necessary to understand about the Code of Ethics.

What are my significant How will these learnings be of help to

learnings? you as a teacher?

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 Other information relative to How will these learnings be of help to
Code of Ethics that I want to you as a teacher?
know

Name and Signature of Teacher

MY PLEDGE OF COMMITMENT

I, , teacher of
commit myself to adhere to the Code of Ethics, which will serve as
my guide in everything I do in the service of my profession.
It is my goal to establish maximum services to my clientele, being
a public servant.
I vow to utilize government resources effectively and efficiently for
the betterment of everyone.

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 Reflection
Study the following situations. Choose the best option by putting a check on the
space provided for each choice. Explain your answer.

Situation no. 1

Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has been serving as
part of the Board of Election Canvassers for the past 10 years. However, in the coming elections, his
mother will be running as barangay captain. Because of this, he is asked to campaign for her. Is it
alright for him to campaign for his mother’s candidacy?
Explain your answer.

Situation no. 2

Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to attend an important
conference in Mindanao. Every time he is asked by the principal to attend such an activity, he
always requests a new teacher to attend. As a professional teacher, is it right to express refusal in
attending conferences.

Situation no. 3

Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook page. She
received negative comments from the community and stakeholders. Ms. Reyes justified that she
has the right to post anything on her Facebook account since it was her personal account. Is it right
for Mrs. Reyes to do such?

Situation no. 4

During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta directorate chairman.
Because of his talent, he accepted the task willingly even without any honorarium. He facilitated
culture-based activities that made their barangay fiesta a significant one. Is it alright for Mr.
Maya not to receive any compensation for his services rendered since this will be a precedent
for the succeeding activity coordinator?

Situation no. 5

Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a student for not being a
resident of the said barangay where the school is located. Is it right for her to do so?

Situation no. 6

Traditionally, a civic parade is held with school participating during Independence Day.
All teachers and students are required to attend. All of Mrs.
Katherine Y. Sedillo’s students are excited to join the said parade but she did not join them due
to personal reason and only asked the president of the class to check the attendants of his
classmates. Is the decision of Mrs. Sedillo not answerable for any untoward incident to happen to
the students?

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Situation no. 7

Madam Estelita Ramos, a teacher III at Malunta Elementary School has a takehome pay of P
7,500.00 every month. She decided to borrow money from Provincial Savings Bank with a
monthly deduction of P3,500. In the same month she also borrowed money to First Diamond
Lending Company with a monthly deduction of P 3,500.00. In the first 2 months she enjoyed a
take home pay of P7,500.00 because the 2 lending institutions will
rd
deduct on the 3 month from the date she borrowed. Is it alright for Mrs. Ramos to borrow
the amount considering that she don’t have enough take home pay when the deduction will
take effect?

Situation no. 8

Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High School. Due to
his young age he has lots of friends and barkadas. After school hours, he is always seen with
his friends in an internet café playing Dota, in gambling dens, and in beerhouses. He also
frequently seen in discos during weekends. Is Mr. Cruz acting as a good model to his students?
 Post-Test
Choose the letter of the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for honors visits you to
ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given honor
student.
c. Respectfully reject the offer and explain that you might be accused of bribery.
d. Explain the chance of the daughter objectively and graciously accept the offer.

2. Which of the following is NOT correct under the Code of Ethics for Teachers regarding
teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and other school
commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial matters such as
in the settlement of his debts and loans in arranging satisfactorily his private financial
affairs.
d. None of the above.

3. Every teacher shall participate in the program of the PRC and shall
pursue other studies as will improve his efficiency, prestige, and strengthen his or her
competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education

4. During the distribution of the report card, which of the following must be the foremost
concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.

5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting
teaching. At the end of the day she is totally burned out. If you were in her place from whom
will you ask assistance?
a. from the principal
b. from the parents
c. from co-teachers
d. from pupils
 Appendix
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers.

Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as
well as technical and professional competence in the practice of their noble profession, and they
strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.

Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality education
for all competent teachers. Committed to its full realization, the provision of this Code shall apply,
therefore, to all teachers in schools in the Philippines.

Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical,
or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school at the aforesaid levels,
whether on full time or part-time basis.

Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the
cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws
of the state.

Section 2. Every teacher or school official shall actively help carry out the declared policies of the state,
and shall take an oath to this effect.

Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall
be physically, mentally and morally fit.

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to
the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In
doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.

Article VII: School Officials, Teachers, and Other Personnel

Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices being standards of effective school supervision,
dignified administration, responsible leadership and enlightened directions.

Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers under them
such as recommending them for promotion, giving them due recognition for meritorious performance, and
allowing them to participate in conferences in training programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in accordance
with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and
conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in
accordance with existing laws.

Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners
in the subject or grades he handles, provided that such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall
immediately take appropriate actions, observing due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concern, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner,
the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment
of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties.

Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies
of learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in
seeking parent’s cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage
unfair criticism.

Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and disposal of
which he can exercise official influence, except only when his assignment is inherently, related to such
purchase and disposal; provided they shall be in accordance with the existing regulations; provided,
further, that members of duly recognized teachers cooperatives may participate in the distribution and sale
of such commodities.

Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to
live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior
in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of
the destinies of men and nations.

Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching
profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec.
23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.

Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after
sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation,
whichever is earlier.

VIII. SESSION 8: RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS)

Desired Learning Outcomes

Beginning Teacher Proficient Teacher

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

STRAND: PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE

BTI 7.4.1 PTI 7.4.2

UNDERSTAND HOW PROFESSIONAL REFLECTION DEVELOP A PERSONAL PROFESSIONAL
AND LEARNING CAN BE USED TO IMPROVEMENT PLAN BASED ON REFLECTION
IMPROVE PRACTICE. OF ONE’S PRACTICE AND ONGOING PROFESSIONAL
LEARNING.
 Objectives
a. Understand individual performance and one’s personal accountability in becoming an
effective teacher through the RPMS.

b. Reflect on current teaching practices and identify development needs for personal and
professional improvement.

c. Prepare Individual Performance Commitment and Review Form

(IPCRF)/Personal Professional Improvement Plan (PPIP) based on the reflection to ensure
improve practices.

Glossary of Terms
Term Definition
Effectiveness/ Quality The extent to which actual performance compares with
targeted performance.
The degree to which objectives are achieved and the extent
to which targeted problems are solved. In management,
effectiveness relates to getting the right
things done.
Efficiency The extent to which time or resources is used for the
intended task or purpose.
Measures whether targets are accomplished with a
minimum amount of quantity of waste, expense, or
unnecessary effort.
In management, efficiency relates to doing the things
right.
Head of Agency (Principal) refers to the app roving authority enumerated in Annex A
(DO 2, s 2015) who determines the final performance rating
of an individual employees based on proof of performance

Individual Performance the form that shall reflect the individual commitments and
Commitment and Review Form performance, which shall be accomplished by individual
(IPCRF) employees.
Key Result Area (KRA)
 They refer to the general outputs or outcome–the
mandate or the functions of the office and/or the individual
employee. The KRAs are the very reasons why an office
and/or a job exists (D.O.
No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the
Domains of the PPST – a document that defines teacher
quality in the country. The KRAs are: (1) Content
Knowledge and
Pedagogy, (2) Learning Environment and
Diversity of Learners, (3) Curriculum and Planning, (4)
Assessment and Reporting, and the (5) Plus Factor.

Major Final Output (MFO) a good or service that an organization, unit, or individual
personnel is mandated to deliver to internal and external
clients through the achievement of specific objectives under
the key result areas

Means of Verification (MOV). The MOV column gives Ratees and Raters list of
documents that can prove the teachers’ attainment of
objectives. They have been judiciously selected to show
evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help
Raters in assessing teacher performance.

MOV include classroom observation tool (COT) rating sheet

and/or interobserver agreement form; lesson plans/modified
daily lesson logs (DLLs); instructional materials; formative
and summative assessment tools; compilations of student
outputs; certificates of attendance to professional
development activities like graduate studies, seminars,
forums, and/or learning action cells; and evidence showing
the conduct
of collaborative activities with parents/ colleagues/other
stakeholders.

Objective They are specific tasks that an office and/or individual

employee needs to do to achieve the KRAs.
In the RPMS Tools, teachers target thirteen (13) objectives
to realize the five (5) KRAs. These objectives are aligned
with the indicators of the Philippine Professional Standards
for Teachers (PPST).

Performance Indictor (PI) This part provides the exact quantification of objectives,
which shall serve as the assessment tool that gauges
whether performance is positive or negative (D.O. No. 2 s.
2015).
In the RPMS Tools, the performance indicators
provide descriptions of quality and quantity given five
 performance levels: 5-Outstanding, 4Very
Satisfactory, 3-Satisfactory, 2Unsatisfactory, and 1- Poor.

Performance Monitoring and the form intended for capturing the significant incidents.
Coaching Form (PMCF)
Ratee are the teachers from all career stages, Teacher I-III and
Master Teacher I-IV who submit their portfolios as evidence
of their teaching performance.
Senior High School teachers, including those who are in
probationary status, shall use the tools corresponding to
their current rank/position, regardless of the years in service.

Rater refer to the School Heads (e.g. Principals, Teachers-

in-Charge, Head Teachers), Department Heads
and/or Master Teachers who assess teacher portfolios
to gauge teacher performance.

Result-based Performance RPMS Tools pertain to the two different teacher

Management System (RPMS) performance assessment instruments, one for Teacher I-III
Tools (Proficient Teachers) and another for Master Teacher I-IV
(Highly Proficient Teachers). Each tool describes the duties
and
responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those
duties and the specific objectives to attain the KRAs. Each
tool also presents in detail the various Means of Verification
(MOV) that serve as proof of the attainment of specific
objectives alongside performance indicators, from
outstanding to poor performance, to help both Ratees and
Raters in the assessment process.

Timeliness Measures whether the deliverable was done on time based

on the requirements of the rules and regulations, and/or
clients/stakeholders. Time-related performance indicators
evaluate such things as project completion deadlines, time
management skills and other time-sensitive expectations.
 Key Concepts

1. Who uses the RPMS Tools?

Raters and Ratees from across career stages use the RPMS Tools for gauging the quality of teacher
performance.
Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge, Head Teachers),
Department Heads and/or Master Teachers who assess teacher portfolios to gauge teacher
performance.
Ratees are the teachers from all career stages, Teacher I-III and Master Teacher
I-IV who submit their portfolios as evidence of their teaching performance. Senior High School teachers,
including those who are in probationary status, shall use the tools corresponding to

their current rank/position, regardless of the years in service.

2. What are the RPMS Tools?

RPMS Tools pertain to the two different teacher performance assessment instruments, one for Teacher I-III
(Proficient Teachers) and another for Master Teacher I-IV (Highly Proficient Teachers).

Each tool describes the duties and responsibilities of teachers across career stages; the Key Result Areas
(KRAs) for the realization of those duties and the specific objectives to attain the KRAs. Each tool also
presents in detail the various Means of Verification (MOV) that serve as proof of the attainment of specific
objectives alongside performance indicators, from outstanding to poor performance, to help both Ratees
and Raters in the assessment process.

RPMS Tool for Teacher I-III (Proficient Teachers). This tool is for Teacher I, Teacher II and
Teacher III (TI-TIII). They are expected to be proficient in their practice and professionally independent in
the application of skills vital to the teaching and learning process.

Generally, teachers at this level are expected to: (i) display skills in planning, implementing, managing and
evaluating learning programs; (ii) actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and advancement; and (iii) reflect on their practice to
continually consolidate the knowledge, skills and practices of career stage 1 teachers.

RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers). This tool is for Master Teacher
I to Master Teacher IV. They are expected to be at the Highly Proficient career stage, which means that
they consistently display a high level of performance in their teaching practice. Generally, Master Teacher
I-IV are expected to: manifest an indepth and sophisticated understanding of the teaching and learning
process; • have high education-focused situation cognition, are more adept in problem solving and
optimize opportunities gained from experience; provide support and mentoring to colleagues in their
professional development, as well as work collaboratively with them to enhance the potential for learning
and practice of their colleagues; and • continually seek to develop their professional knowledge and
practice by reflecting on their own needs and those of their colleagues and learners.
 3. What are the parts of the RPMS Tools?

All RPMS Tools contain the following parts:

Job Summary. This part shows the position and the competency profile of the ratee.

Qualification Standards. This part lists the Civil Service Commission (CSC) requirements and
other preferred requirements for the particular position.

Duties and Responsibilities. This section presents all the duties and responsibilities of the teachers,
which vary in complexity or expectation depending on the teachers’ position or rank.

Key Result Areas. They refer to the general outputs or outcome–the mandate or the functions of
the office and/or the individual employee. The KRAs are the very reasons why an office and/or
a job exists (D.O. No. 2, s. 2015).

In the context of the RPMS Tools, the KRAs capture the Domains of the PPST – a document that
defines teacher quality in the country.

The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning Environment and Diversity
of Learners, (3) Curriculum and Planning, (4) Assessment and Reporting, and the (5) Plus
Factor.

Objectives. They are specific tasks that an office and/or individual employee needs to do to
achieve the KRAs. In the RPMS Tools, teachers target thirteen (13) objectives to realize the five
(5) KRAs. These objectives are aligned with the indicators of the Philippine Professional Standards
for Teachers (PPST).

Means of Verification (MOV). The MOV column gives Ratees and Raters list of documents that
can prove the teachers’ attainment of objectives. They have been judiciously selected to show
evidence of attainment of objectives.

Teachers gather, select, organize and annotate MOV to help Raters in assessing teacher
performance.

MOV include classroom observation tool (COT) rating sheet and/or interobserver agreement
form; lesson plans/modified daily lesson logs (DLLs); instructional materials; formative and
summative assessment tools; compilations of student outputs; certificates of attendance to
professional development activities like graduate studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct of collaborative activities with
parents/colleagues/other stakeholders.

Performance Indicators. This part provides the exact quantification of objectives, which shall
serve as the assessment tool that gauges whether performance is positive or negative (D.O. No.
2 s. 2015).

In the RPMS Tools, the performance indicators provide descriptions of quality

 and quantity given five performance levels: 5-Outstanding, 4-Very Satisfactory, 3- Satisfactory, 2-
Unsatisfactory, and 1-Poor.

4. What are the steps in the RPMS?

Refer to the Results-Based Performance Management System Manual for Teachers and School
Heads for your guide to using RPMS Toos for Teachers, from portfolio preparation to assessment.

Activities and Assessment

Recall your teaching practices and make a list of your strengths and development needs.

Development Actions to be Resources Needed

Strengths Timeline
Needs undertaken

Provide appropriate objectives, activities, and outputs on the given KRAs

KRAs Objectives Activities Outputs/MOV

Classroom management

Professional
Development
Community
KRAs Objectives Activities Outputs/MOV
Development

Write down performance indicators based on the identified objectives and KRAs.

KRAs Objectives Performance Indicators

Class management

Professional growth
and development

Community development

Reflection
Reflect on the following questions.

1. Recall your experience on how you have accomplished your previous IPCRF and
learning activities and assessment. What insights have you learned from them?

2. Are there other interventions you need to continuously improve yourself? Cite examples.

3. In a form of a journal, write your synthesis of learning gained from this lesson and the points
that challenge and inspire you as a newly hired teacher.
 XI. SESSION 9: SALARIES, WAGES, AND BENEFITS OF TEACHERS

Desired Learning Outcome

Beginning Teacher Proficient Teacher

Domain 6: Community Linkages and Professional Engagement Strand:

Professional ethics

BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and regulations that Regularly review personal teaching practice
apply to the teaching profession, and be using existing laws and regulations that apply to
familiar with the responsibilities specified in the teaching profession and the responsibilities
the Code of Ethics for Professional Teachers. specified in the Code of Ethics for Professional
Teachers.

Objectives
a. Enumerate and explain the existing laws and regulations on the different incentives,
privileges, benefits, awards, and recognition for teachers.
b. Discuss how teachers can avail themselves of these benefits.
c. Reflect on the importance of the benefits being given to teachers.

Pre-Test
Directions: Encircle the letter of the best answer.

1. What is the program requiring newly hired teachers to read the series of learning modules and do
several activities?
A. orientation program C. in-service program
B. induction program D. professional program

2. What do you call to the “2 months’ summer vacation pay” being paid to teachers?
A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay

3. What privilege is given to a pregnant, married or unmarried teacher?

A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among these teachers can avail of wedding anniversary leave? A. A teacher who has rendered
7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2 months long vacation.
D. Only married teachers.

5. Which of the following benefits is not given annually?

A. Clothing Allowance
B. Step Increment
C. Cash gift of five thousand pesos
D. Performance Based Bonus

6. Which of the following is the primary basis for the computation of the retirement benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience

7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476

8. What government agencies take care of the social security protection of teachers both public and
private schools?
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig

9. What is the primary requirement for a public school teacher to avail study and scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently demonstrated ability and
experience in the scholarship field.
D. Must have no pending application for scholarship or study grant under another
program.

10. What law allows the solo parent employee to avail parental leave where physical presence is required?
A. Civil Service Commission Memorandum Circular No. 07, series 2004. B. Civil
Service Commission Memorandum Circular No. 08, series 2004. C. Civil Service
Commission Memorandum Circular No. 09, series 2004.
D. Civil Service Commission Memorandum Circular No. 10, series 2004.
 Key Concepts and Vocabulary
1. Trainings
Teachers, when employed by the government, are provided incentives to develop and harness their
personal assets and potentials to enhance their skills, talents, and values for better public service.
Examples of these incentives are trainings to which you may be sent. These trainings can be either local
or even abroad. The agency shall ensure that each teacher shall undergo at least one planned training per
year based from the training needs of teachers’ survey conducted by the school head. These trainings
include the following:
a. Induction program - program for newly hired teachers for them to develop a sense of pride,
belongingness, and commitment to public service.
b. Orientation program - activities and courses to inform new teachers about the government
programs, thrusts, and operations as well as duties, responsibilities, benefits, and privileges.

c. Reorientation program - introduce new duties, responsibilities, policies and programs to

employees including teachers who have been in the service for some time.
d. Professional, Technical, Scientific Program - trainings in specific areas to enhance
teachers’ skills and knowledge.
e. Career path program - a set of professional activities conducted to enhance skills,
capabilities, and maximize the professional growth and promotion in the service of
teachers. Enrolment in a graduate program is a career path teacher may pursue.

2. Study Grants, Scholarships, Fellowships

Competitive or noncompetitive scholarship grants are also available to teachers in the department, as
well as study leave with pay both for local or foreign studies.

Scholarship Guidelines:
a. For local scholarships, one must be less than 50 years old; there is no age limit for foreign
scholarship unless otherwise specified by the donor country or institution.
b. One must have taught for at least 2 years and must hold a regular appointment.
c. One must be a college degree holder related to his or her field of study or has sufficiently
demonstrated ability and experience in the scholarship field.
d. One must have no pending application for scholarship or study grant under another
program.
e. One must ensure that the normal work is not hampered when availing the scholarship grant.
f. A scholarship program with service contract will oblige you to render return service for the
privilege you earned before you can apply for another scholarship.
g. Your selection as a scholar includes criteria on knowledge, potential training needs, a very
satisfactory performance rating in the previous years of service, relevance of the training to
the work, and number of training programs attended (local and/or foreign).

Available scholarships:
a. Local Scholarship Program of the Civil Service Commission
This scholarship program is open to all government employees who want to pursue a one- year
master’s degree. Criteria:
 1. Must have passed the written and oral examinations of the admitting school.
2. Must be endorsed by the employing agency.
As an LSP scholar you may be allowed to study but at the same time report to your school for
duty provided your course is finished within the prescribed time. If you will not be allowed to
study on official time, you may go on official vacation leave with pay, or leave without pay. This
leave should not be more than 1 year in case you have no more leave credits.

b. Scholarship as Provided in the Magna Carta for Public School Teachers. This
scholarship privilege is made available by the government through the DepEd teachers who have served
the public school for at least 7 years and need time to complete a master’s degree. The guidelines are
provided by the Civil Service Commission and it can be enjoyed by teachers in any recognized schools.
Private organizations or other sponsoring agencies also offer scholarship grants with specific guidelines,
Memorandum of Agreement, and Scholarship Contract.

3. Leave Privileges of Teachers

Teaching is a full-time job. Teachers spend 8 hours a day in school or even more, often bringing home
some school work. If a teacher is poor in time management he/she may get exhausted.
Leave privileges are provided aside from the 2 months’ long vacation in summer, based on the provisions
of the DepEd 2002 Service Manual for Public School Teachers.

The leave privileges available for public school teachers are leave of absence, maternity leave, paternity
leave, teacher’s leave, and special leave privileges as stipulated in the Service Manual
for Public School Teachers. For those teaching in the private schools, these privileges are stipulated in
their incentives and collective bargaining agreements as provided by the Department of Labor.

Teachers who render work during the prescribed office hours and do not enjoy the 2 months’ summer
vacation shall be entitled to 15 days’ vacation and 15 days sick leave every year.

Only married pregnant women who are teaching and have rendered at least an aggregate of 2 years of
service are entitled to maternity leave of 60 calendar days with full pay. You can avail yourself of this
maternity leave even if the delivery or miscarriage happens to fall during the 2 months long vacation. You
can claim for both the maternity benefits and the proportional vacation pay. However, the enjoyment of
maternity leave cannot be deferred. You should avail of it either before or after the actual period of
delivery in a continuous and uninterrupted manner, not exceeding 60 calendar days. You can avail of
maternity leave in every instance of pregnancy regardless of the frequency. If you are a qualified female
teacher who has rendered service for over a year but less than 2 years, you may avail yourself of the
privilege but the payment shall be computed in proportion to the length of service. You can be entitled to
60 days’ leave but you will be paid only for the number of days based on the ratio of 60 days to 2 years of
service.

Only married male teachers are entitled to paternity leave of 7 days for the first 4 children regardless of
whichever legal wife you have, gives birth. You cannot accumulate nor convert to cash any paternity
leave. Like the wife, it can be enjoyed by the husband, before, during or after the childbirth or miscarriage
of his legitimate wife.
There are other two kinds of teachers’ leave. The study leave and the sick leave. If you have rendered at
least 7 years of continuous service, you are entitled to a study leave with pay not exceeding 1 school year
subject to the approval of the head of the office. Sick leave with pay can be availed of by the teacher if
such leave will be charged against your accrued service credits.
You earn service credits if you render services during summer, Christmas vacation, or holidays as
authorized by proper authorities.

The special leave privileges which can be enjoyed are funeral or mourning leave for a nearest relative to
include spouse, children, sibling, and parents; graduation leave for spouse and children; enrolment leave,
wedding anniversary leave, birthday, hospitalization leave, accident leave, relocation leave, government
transaction leave, and calamity leave. However, you are not entitled to these leaves if you are enjoying the
2-month long vacation. Being paid while on vacation is a privilege that teachers enjoy besides the
opportunities to grow in the profession through scholarships grants. Parental leave is a leave benefit
granted to solo parents to enable said parent to perform parental duties and responsibilities where physical
presence is required as provided under Civil Service Commission Memorandum Circular No. 08, series
2004.
Parental leave of 7 days shall be granted to any solo parent employee subject to the following conditions:
a. The solo parent must have rendered government service for a least 1 year, whether
continuous or broken, reckoned at the time of the effectivity of the law on 22 September
2002, regardless of the employment status.
b. The parental leave shall be availed of every year and shall not be convertible to cash. If
not availed within the calendar year, said privilege shall be forfeited within the same
year.
c. The parental leave shall be availed of on a continuous or staggered basis, subject to the
approval of the administrator. In this regard, the solo parent shall submit the application
for parental leave at least 1 week prior to availing the solo parent leave, except on
emergency cases.
d. The solo parent employee may avail of parental leave under any of the following
circumstances:
1. Attend to personal milestones of a child such as birthday, communion,
graduation, and other similar events;
2. Perform parental obligations such as enrollment and attendance in school
programs, PTA meetings, and the like;
3. Attend to medical social, spiritual, and recreational needs of the child; Other
similar circumstances necessary in the performance of parental duties and
responsibilities, where physical presence of the parent is required.
4. The head of agency/office concerned may determine whether granting of parental leave is
proper or may conduct the necessary investigation to ascertain if grounds for termination
and withdrawal of the privilege exist.

4. Entitlements/Benefits for Teachers

The tables below illustrate in detail the on top benefits of teachers aside from their
compensation or salaries.
 a. Disability Benefits
There are three types of benefits for public school teachers: permanent total disability, permanent partial
disability, and temporary total disability. Similar benefits are also provided for the private school
teachers.
i. Permanent Total Disability - If you are in active service at the time of disability or
has been separated from service but have paid 36 monthly contributions to GSIS within
the last 5 years immediately following the disability or you have paid a total of at least
180 monthly contributions, you are entitled to disability benefits. Your benefit is in the
form of a monthly income for life. This is equivalent to the basic monthly pension plus
a cash payment equivalent to 18 times your basic monthly pension effective the date of
your disability.
ii. Permanent Partial Disability - If you are in service at the time of disability or is
separated from service but have paid 36 monthly contributions within the last 5 years
immediately preceding the disability or have paid a total of at least 180 monthly
contributions, you are eligible for permanent partial disability benefits in the form of
cash payment.
iii. Temporary Total Disability - If you are in active service at the time of your
disability and you have exhausted your sick leave credits or if you are separated but
have rendered at least 3 years of service and have paid at least 6 monthly contributions
in the 12-month period immediately following the disability, you may be entitled to
benefits. The temporary disability however, must not be due to your grave misconduct,
notorious negligence, habitual intoxication or willful intention to kill yourself or
another.

b. Medical Care
Public and private school teachers are entitled to medical care benefits from the Philippine Health
Insurance (Phil Health). These benefits include hospitalization and other medical services as
stipulated by the Medicare law. As a member, must have paid at least 3 monthly contributions
during the 6-month period prior to the month of availment.

c. Other Benefits
Aside from the many benefits mentioned earlier, there are other benefits which are provided by
specific laws and circulars of appropriate governmental agencies. The same may have been
provided by the private sector. These other benefits include the following:
i. One salary grade increase on retirement as provided by R.A. 4670. When you
retire, you will be given the corresponding step of the next higher range, which shall be
the basis of the computation of both the lump sum and the monthly benefits you will
receive.
ii. You will have salary adjustments based on approved record form of
Teachers Appropriation provided annually in GAA (Circular Letter No.
84-4, May 30, 1984) iii. Step increment- If you are a deserving teacher based on
merits and length of service you will be given step increment. An appropriation is provided
annually in the GAA. Sec. 13 of R.A. 6758 and joint CSC and DBM Cir. No. 1, s. 1990
provides the guideline for such benefit. iv.
Provident fund for DepED personnel including teachers. A provident fund provides loans for
emergency needs like tuition fees of your children, expenses of your immediate dependent and
for similar purposes.
v. Shelter Program for Teachers-Teachers need decent and affordable
housing. Housing loans are available from GSIS, the PAG-IBIG Fund and Home
Mortgage Finance Corporation.
vi. Automatic Upgrading of Positions for Eligible Public School Teachers
through Equivalent Records Form (ERFs) Scheme. Automatic position upgrading
is granted to Teachers I who have rendered 20 years or more of satisfactory
teaching service without the need for filling an application for ERF upgrading.

Activities and Assessment

Reflect on the following statements and write your impressions.

1. Teachers employed by the government are provided incentives to develop and hone their
potentials, and values for better public service.

2. Induction programs are activities to update newly-hired teachers about the government thrusts,
operations, duties, responsibilities, benefits, and privileges.

3. A scholarship program service contract will oblige you to render return service for the privilege you
earned before you can apply for another scholarship.

4. A local scholarship program may be allowed to teachers who may at the same time report to school
provided the degree or course is finished within the prescribed period. However, if teachers will
not be allowed to study on official time, they may go on official vacation leave with pay, or leave without pay.
This leave should not be more than 1 year in case there are not enough leave credits.

5. A graduate program is a career path teachers may pursue to enhance and maximize
professional growth and for promotion in the department.

Complete the table by providing data

Are you entitled State the said Is it

with this leave? provision as reasonably lawful?
Leave Privileges
(Yes or No) stated in the law Explain.

1. Maternity Leave
2. Paternity Leave
3. Study Leave
4. Sick leave
5. Vacation leave
6. Parental Leave

Reflection
“I AM VALUED AND REWARDED”

Write insights gained and perceived on teacher’s entitlements benefits, rewards, and recognition.
 Post-Test
Direction: Encircle the letter of the best answer.

1. What is the program requiring a newly hired teachers to read series of learning
modules and do several activities?
A. orientation program C. in-service program
B. induction program D. professional program

2. The so-called “2 months’ summer vacation pay” paid to teachers? A. teacher’s leave
pay C. proportional vacation pay
B. special leave pay D. leave of absence pay

3. A privilege that a pregnant teacher, married and / or unmarried is entitled to is

called
A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above

4. Who among of these teachers can avail the wedding anniversary leave? A. A teacher
who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2-months long vacation.
D. Only married teachers.

5. Which of these benefits teachers cannot enjoy annually? A. Clothing Allowance.

B. Step Increment.
C. Cash gift of P5,000.00.
D. Performance-Based Bonus

6. Which of the following is the primary basis for the computation of the
retirement benefits?
A. Age of the teacher C. Age and number of years in service B. Health
condition D. Number of teaching experience

7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476

8. The agencies that take care of the social security protection of teachers both
public and private schools are
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig

9. What is the primary requirement for a public school teacher in availing themselves of
study and scholarship grants? A. Must be less than 50 years
old.
B. Must have taught for at least 2 years and must hold a regular appointment. C.
Must hold a college degree related to the field of study or has sufficiently demonstrated ability and
experience in the scholarship field.

108
 D. Must have no pending application for scholarship or study grant under another program.

10. What law allows the solo parent employees to avail parental leave where his or
her physical presence is required?
A. Civil Service Commission Memorandum Circular No. 07, series 2004.
B. Civil Service Commission Memorandum Circular No. 08, series 2004.
C. Civil Service Commission Memorandum Circular No. 09, series 2004.
D. Civil Service Commission Memorandum Circular No. 10, series 2004.

109
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