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CHAPTER I
«»×‘’

INTRODUCTION

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that you can contribute to your second home

CHARACTERISTICS OF A SOUND
WHAT CAN YOU DO?
LEARNING ENVIRONMENT

1. Friendly and non-threatening

 maintaining good rapport to school
personnel
 engaging students to sorts of
outdoor activities
 smiling and greeting students
 enthusiastically preserving good
environment

2. Safe, secure and conducive to learning

 Giving advises what to do during
calamities and disasters
 monitoring classroom facilities to
ensure its safety

16
  guide students on do's and don'ts
inside the school

3. Environment that promotes fairness and

equality  Respect each student’s differences.
 Respecting ones’ religion.
Bulwangan students are composed
of very diverse religions.

TEACHERS DAY

17
School’s Vision, Mission and Core Values

18
 C. AFTER READING THE SCHOOL’S VISION, MISSION AND GOALS, I

REALIZED THAT:

mind and transform students’ deviant behavior, to make students the best individual and contributor of sustainable development o

D. I NEED TO INTERNALIZE AND INTEGRATE THESE IN MY LESSON BY:

to the attainment of the Vision, Mission, Goals, and Objectives (VMGO) of my cooperating school and to the sustainable develo
nd discover new trends and ideas about teaching so that I will exemplify the quality of an effective teacher

19
HOW DO YOU FEEL ABOUT YOUR SECOND HOME?

My second home is the home for improvement, wherein I could able to acquire some of the ski

Read the situations and encircle the letter of the correct answer.

1. How can I promote fairness in my learning environment?

20
 A. Respect individual differences.

B. Separate girls from boys.

C. Place all children with special needs in front.

D. Isolate the unruly children in class.

2. To improve the oral proficiency of the students in class, what can you do?

A. Give them more exercises on grammar.

B. Provide individual work rather than group work.

C. Schedule more practices sessions in the speech laboratory.

D. Invite a resource speaker.

3. sMake your classroom environment safe and secure by _____________.

A. asking the security guard to stay near your room

B. removing some fixtures an using less appliances and devices

C. ensuring that all unsafe devices are secured

D. checking the physical environment at all time

21
DURING CLASS HOURS

22
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 252 AVERAGE
RATING 5

23
 LEARNING EPISODE 4

Meeting My Learners
NCBTS DOMAIN 3 STRAND 4.1:
LET-TOS No. 2 (2.5) AND 3 (3.1-3.4)

This episode illustrates the diversity of my learners. This will give me the chance

to acquaint myself with needs, interests and abilities of my learners. Being aware of

these features will equip me with greater knowledge and understanding to ensure the

quality instruction.

At the end of this activity, I will be able to:

 Describe the learners in my respective grade level and subject.

 Use various sources to know my students better.

 Establish consistent standards of learners’ behaviour.

 Prepare rules for my learners to follow.

 Utilize techniques to suit my learners’ needs.

 Articulate insights, reflections about learners.

24
These are the things I need to do:

Introduce
myself to my
students.

Accept and
Establish
appreciate
rapport with
each child's
my students.
uniqueness.

Identify the
learning
styles of my
students.

25
As a student intern, I must be fully aware that:

Each individual is unique.

Students vary in learning styles.

Students learn through different

modalities.

The learning environment must be

safe, secured, friendly, non-threatening
and must treat students with fairness.

26
A. Observe the learners on your first day of internship. What are your
observations?

Most students are well-mannered though there are some stubborn kids. They
are always attentive in class discussion. During activities, they cooperate. I also
noticed that they love playing games in class.

B. Create an opportunity where you can gather their thoughts, ideas and
feelings about their school / subject /classmates.

the school is child- not all students everybody is

About their school

About their subject

friendly. it is safe may have the same About their classmates friendly. they are
and motivating for attitude towards a always have fun
the children. subject that is why playing and
teachers and getting trheir chatting. they
personnel are kind attention and might disagree with
and approachable interest from the some things but
people. beginning of the they are well-
class is very disciplined not to
important. fight with each
other.

27
C. What are the rules I need to set to ensure quality instruction among my

learners? Use innovative ways to make your rules known and followed.

1. SETTLE AND FORGET – I should settle 2. LISTEN – I should always listen to the
all the negative things that happened in side of my students. No matter how
the room, and then forget it. I should worst will happen, I should always lend
not let negativisms ruin my new day. my ears to their explanations.

3. KNOW MY LEARNERS – I should know

their religions and family backgrounds
for the sake of propriety. Teaching 4. PREPARE ICE BRAKERS – In some
Araling Panlipunan may sometimes cases, the class may get boring. I should
insult some of your students. Example, prepare activities that will able to wake
you give an example about your topic their attention.
which negate the belief of the religion
of your students.

5. INJECT SOME JOKES and TRENDY

PHRASES – Students nowadays were
updated with trends. “Walang forever,
pak ganern and many more.” I think it is
ideal to sometimes give this punches. In
minimal points of course.

28
 Why do I need to know the various types of the learners?

, they have individual differences. I need to know the various types of the learners so that I will be able to assess myself what
u will able to dig deeper your students’ background, what things are they doing at home and what is the status of their family.

AS A TEACHER,

HOW WILL YOU RESPOND TO THE NEEDS OF YOUR DIVERSE LEARNERS?

west section. There is a big difference with these two— attitudes, mental capacity. But what makes them the same? They all k
knowledge, skill and values to both of these sections. But I put more emphasis to knowledge and skills in higher sections. And s

29
Read the situations and encircle the letter of the correct answer.

1. Ms. Valdez is a new teacher in a public school. She has 50 grade one
students in the class. What must she do to ensure easy remembering of the
names of her students on the first day of the class?
A. Interview each pupil.
B. Prepare a seat plan.
C. Arrange them alphabetically.
D. Ask a picture from each pupil.
2. Students learn by different modalities. There are those who learn best by
pictures, illustrations and the like. What is the learning modality of these
students?
A. Tactile
B. Auditory
C. Visual
D. Kinesthetic
3. To learn best about your students, you must
_____________________________.
i. observe them well
ii. talk to them during recess or lunch break
iii. analyze their records
A. I only
B. I and II
C. II and III
D. I, II and III

30
GRADE 9 PUPILS

31
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 252 AVERAGE
RATING 5

32
 LEARNING EPISODE 5
Establishing Classroom Routines
and Procedures
3.4) NCBTS DOMAIN 4 STRAND 4.3:
LET-TOS Nos. 1 (1.3 and 1.4), 2 (2.1) and 3 (3.2 and 3.4)

This episode enables me to observe the different classroom routines and

performed by my cooperating teacher. Getting acquainted with these routines will

ensure a very organized, systematic and orderly classroom.

At the end of this activity, I will be able to:

 meet my cooperating teacher

 reflect on the expectations of my cooperating teacher

 observe and record important notes during the discussion with my cooperating

teacher

 interact with my cooperating teacher

 give assistance to my cooperating teacher

33
These are the things I need to do:

Line of Information

Checking of

Observe the following routines:

Attendance

Prayer

Passing of papers /
books

Getting the
learning materials
Writing
assignments /
reminders
Record your
Other activities that
need procedures
observations.

ROUTINES

These are the backbone of daily classroom life. They facilitate teaching and

learning. Routines do not just make your life easier, they save valuable classroom time.

What’s more important is efficient routines make it easier for students to learn and

achieve more. When routines and procedures are carefully taught, modeled and

established in the classroom, children know what is expected of them and how to do

certain things on their own. Having these predictable patterns in place allows teachers

to spend more time in meaningful instruction.

34
A. What routines do I need to establish in order to make me better classroom
manager?

Cleaning of the classroom

CLASSROOM ROUTINES

Prayer, Greetings, Checking of Attendance

Review, Motivation, Drill

Activity

Play Time

35
B. Interview other teachers and inquire on what classroom routines they have

established to ensure better classroom management.

Name of the Teacher : MR. JAMES G. ABAJA

School : Culipapa National High School

Grade Level Handled : Grade 9

These are the classroom routines she has established to ensure better

classroom management.

Cleaning the classroom

Roll-call for the students’ presence

Monitoring absenteeism

Checking assignments

Passing & collection of papers, projects and outputs.

C. Surf the internet or research in the library. Read and jot down some

important notes on classroom routines and procedures.

In establishing procedures or routines, it is important to:

 Ensure that students understand the reason for the routine.

 Clarify the procedure through modeling.

 Allow students opportunities to practice the routine through rehearsal.

 Try not to overwhelm students by teaching too many routines at once.

The process of establishing routines and procedures may take several

days.

36
  Remember that it will probably be necessary to revisit this process as you

see the need.

ESTABLISHING CLASSROOM ROUTINES IS IMPORTANT BECAUSE:

It enables the teachers to sustain a good classroom management.

It enables the learners to predict what will happen to the next day and he will able to prepare for
It enables the learner to establish a habit every time he arrives at the school.
It establishes harmonic rapport between the student and teachers.
It establishes a feeling of responsibility to the students.

37
AS A TEACHER, HOW WILL YOU RESPOND TO THE NEEDS OF YOUR DIVERSE

LEARNERS?

Cleaning the classroom

Prayer
Arriving in the morning. Bringing in the ornamental plants
Checking students’ assignment

Monitoring absenteeism
Taking attendance. Checking excuse letters if there is

Reminding students to study their lessons

Posting reminders Reminding students to do their assignments for the next day

Checking the papers of daily quizzes

Throughout the Recording quizzes
day Roaming around to check whether my students attend their
classes

Cleaning the classroom

Ending the day Bringing out the ornamental plants

Other episodes
Asking questions
that need Checking class records
procedure(s)

38
Read the situations and encircle the letter of the correct answer.

Read the situations and encircle the letter of the correct answer.
1. Why do we need to establish classroom routines?
I. to improve classroom management
II. to enhance classroom instruction
III. to save valuable time
A. I only
B. I and II
C. II and III
D. I, II and III
2. When do we establish classroom routines?
A. At the middle of the year
B. At the end of the year
C. At the beginning of the year
D. Anytime the teacher deems proper
3. When students come in the morning, what routines may be employed?
A. Stay along the corridor and wait for their classmates.
B. Assign a leader to come early and check the attendance.
C. Have an attendance pocket chart to develop responsibility.
D. Construct a seat plan and let the students locate their seats.

39
ENGLISH FIESTIVAL

40
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 2 25 AVERAGE
RATING 5

41
 LEARNING EPISODE 6
My Journey Begins with
the First Step
NCBTS Domain 4 Strands 4.1, 4.4, 4.5 and 4.7
LET- TOS Nos. 2(2.1, 2.3, 2.4 and 2.6) and 3 (3.13- 3.4)

This learning episode unravels the first activity given to me by my cooperating

teacher. This gives of a clear picture of the steps I have followed and the materials I

need to prepare to successfully implement my first activity.

At the end of this activity, I will be able to:

• plan my first activity / episode assigned to me

• prepare my instructional materials

• follow the instructions given to me by my cooperating teacher

• consider and reflect on the assessment of my cooperating teacher

42
To do my episode well, I should be able to:

1. Listen well to the instructions of my

cooperating teacher.
2. Plan for the assigned episode. Do research if
needed.
3. Prepare for the instructional materials
4. Perform the assigned episode well.

To prepare for the first episode / activity, remember the Plan, Do, Check, Act (PDCA), a
project management tool designed by W. Edwards Deming. It is also called the Deming
Cycle.

Identify and analyze the episode /

problem.
PLAN
Develop and test potential solutions /
procedures to the episode.
DO

Analyze and measure the episode in an

informal way. CHECK

Implement the best ACT

solutions /
procedures.

43
A. Complete the episode matrix.

Having a drill using the flash card.

(The given activity / assigned episode)

Things to do

PLAN Plan the flow of the lesson

Construct objectives, activities, assessment tools and other

DO
learning activities

Analyze prepared lesson and evaluate its validity, reliability and

CHECK
appropriateness to the lesson

ACT Implement the lesson

44
What benefits did you gain after utilizing the PDCA Cycle?

Class discussion was made organized.

The lesson was checked if it is valid and appropriate to ensure effectiveness in the transfer of learning
Validates the lesson prepared

Rate your accomplishment using the continuum:

5 4 3 2 1

Outstanding Very Satisfactory Satisfactory Fair Needs Improvement

I rated myself OUTSTANDING

Because it was pretty obvious that my students enjoyed the activity I prepared.

Also, they got 99% Mastery Level. I learned that a teacher must prepare his/her lesson

ahead of time so that he may change it if in case it needs improvement. I also learned

that making the group activity more fun and enjoyable would motivate students to

cooperate with their group.

45
Read the situations and encircle the letter of the correct answer.
1. Why do we need to plan an activity?
I. To have better means of getting all the alternatives.
II. To save on costs.
III. To save on time.
A. I only
B.I and II only
C. II and III
D. I,II, and III

2. If the implementation will not materialize as expected, what must you do?
A. Try other options.
B. Tell your cooperating teacher.
C. Revise the entire activity.

3. What must you do after an activity?

A. Tell everyone that it is over.
B. Make another activity.
C. Redesign your activity.
D. Evaluate your activity.

46
CULIPAPA NHS

47
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My
Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

48
 LEARNING EPISODE 7

Writing my First Lesson Plan

NCBTS Domain 5 Strand 5.1 and 5:3; LET-TOS No. 1(1.5, 1.7) 2 (2.1-2.7) 3 (3.1-3.4), 4 (4.1-4.5

This learning episode allows me to plan and write my first lesson plan in my

cooperating school. This will enable me to apply all the theories I learned in my teacher

education institution.

At the end of this activity, I will be able to:

 Explain the different components of a lesson plan.

 Analyze the various parts of a lesson plan.
 Write the lesson plan required by my cooperating teacher.
•

49
These are the things I need to do:

There are different formats in writing a lesson plan based on one

prescribed by the school. Some of the formats used in different schools
are given below:
1. Traditional Plan
 Objectives
 Subject Matter
 Learning Materials
 Procedures
 Assignment

50
 2. UBD Lesson Plan Template
 Subject
 Grade Level
 Title
 Number of Meeting Days
 Topic(s)

Established
Understanding
Goals

At the end of Essential Understanding Transfer

the week/unit,

the learners Students will understand that: The student in the long term and

will be able to: The statement can rewrite on him/her own will be able to:
the if-then form, to make
the hypothesis and Determine the hypothesis
conclusion. and conclusion in the
statement.
Essential Questions

1. How do you identify the hypothesis? Conclusion?

Goal 1: How do we rewrite statements in if-then form?

Rewrite the Knowledge and Skills

statements in Students will know how to: Students will be skilled at:

if-then form 1. Determine the hypothesis 1. Rewrite the statements in if-

and conclusion in the then form.
statement.

51
 2. Another UBD Template

Stage 1: Desired Results

Established Goal(s):

Formulating If-Then Statements

Understandings(s) Essential Question

Students will understand that:

1. How do you identify the hypothesis?
The statement can rewrite the if- Conclusion?
then form, to make the
hypothesis and conclusion.
Students will know:
2. How do we rewrite statements in if-
That “p” if-clause called the
hypothesis and “q” then-clause then form?
called the conclusion.
Students will be able to:

Determine the hypothesis and

conclusion in the statement.

Stage 2: Assessment Evidence

Performance Episodes: Other Evidence of Learning:

Rewrite the statements in if-then Determine the hypothesis and

form. conclusion in the statement.

Stage 3: Learning Plan

Learning Activities:

Asking question
Drill Flash Card
Present the lesson through visual aids.

52
 Provide exercises and activities for the students.
Evaluate learning

Reference: Grade 8 learner’s module, pp. 321-324

1. OBE Format

Learning Learning
Learning Assessment
Outcome Activities
Content

Rewrite the If-Then Determine the Rewrite each

statements Statements hypothesis and statement to if-then

conclusion in the
in if-then form, then identify the
statement.
form. hypothesis and the

conclusion.

53
2. Thematic Unit Plan Template

A. Write/Paste your first Lesson Plan

List down the best features and areas of improvement of my lesson

plan. Have this matrix noted by my cooperating teacher.

54
 Best Features Areas for Improvement

Activity Analysis
Motivation Abstraction
Presentation Application
Analysis
Objective
Subject matter
Evaluation

MR. JAMES G. ABAJA

______________________________
Signature of My Cooperating Teacher

55
My thoughts on writing my first lesson plan
When I first written my lesson plan, I was excited, and a little bit nervous at the
same time, because a real public school teacher will be the one checking it. I
was glad that she helped me improve my writing skills especially in areas where I
am not so good.

What areas of the plan did I find easy to write?

Objectives
Subject Matter
Activity
Discussion
Analysis
Abstraction
Application
Evaluation
Assignment

What areas of the plan did I find challenging?

Objectives
Activity
Application

56
 As a teacher, I need to prepare a lesson plan so that…
d clarity. It also gives me the confidence to discuss the topic since doing lesson plan is studying your lesson in advance. Having lesson plan

57
Read the situations and encircle the letter of the correct answer.
1. In writing a lesson plan, my primary consideration is to ensure that
_____________.
A. the outcomes are attained at the end of the lesson
B. the materials are readily available for utilization
C. the activities are aligned with my assessment tools
D. the learning content is aligned with the desired outcomes
2. To ensure that the outcomes are attained at the end of the lesson
_____________.
A. the activities and assessment must be aligned with each other
B. the vision, mission and goals of the school are included
C. the activities must be prepared beforehand
D. the objectives must be S.M.A.R.T
3. Lesson plans must be prepared to ensure _______________.
A. quality assessment
B. quality directions
C. quality instructions
D. quality evaluation

58
 Lesson Plan
In
Uniformly Accelerated Motion in
Horizontal Dimension
Science 7

I. OBJECTIVES
At the end of the lesson the student will be able to:
1. Describe the Uniformly Accelerated Motion in Horizontal
Dimension.
2. Perform activities about UAM in Horizontal Dimension that
involves in our daily activities.
3. Appreciate the importance of motion that may describe our daily
work

II. SUBJECT MATTER

Topic: Uniformly Accelerated Motion in Horizontal Dimension.
Reference: Learner’s Module Science 9 pg. 230-237
Materials: book, visual aids, activity sheets, and chalk
Science Processes: Describing, Performing, Appreciating
Science Concept: The simplest kind of accelerated motion is straight- line
motion with constant acceleration. In this case, the velocity changes at the
same rate throughout the motion. UAM occurs when a velocity increases
by exactly the same amount during each time interval.
Value Focus: Students appreciate the importance of motion that may
describe their daily work.

III. PROCEDURE
A. Daily Routines/ Pre- Activity
1. Prayer
2. Checking of Attendance
3. Review
• What is speed?
• What is the difference between speed and velocity?
•What is acceleration?
4. Motivation
Directions: Arrange the following scrambled words. Change it
into proper.

59
 1. Aocictealren- Acceleration
2. Mnriofu- Uniform
3. Mooitn- Motion
4. Vteilocy- Velocity
5. Dcinsate- Distance

B. Lesson Proper
1. Activity
Students will be divided into 2 groups (perform the
following).
Group 1:
Direction: Create poems, songs, drama, scene sor
short skit that shows our daily activities where the motion in
Horizontal Dimension is involve.
Group 2:
Direction: Give atleast 3 to 5 examples about daily
activities that motion in horizontal dimension is involve.

2. Analysis
• Presentation of activities
• Discussion

UNIFORMLY ACCELERATED MOTION: Horizontal Dimension

- Is the motion of a point
- A movement with uniformly increasing and decreasing speed
• What do you think should be the motion of an airplane
preparing for takeoff?
• How will you describe the speed of the plane from rest until it
takes off?
Sample Problem 1:
An airplane from rest accelerates on a runway at 5.50 m/s2
for 20.25 s until it finally takes off the ground. What is the distance covered before
takeoff?
Given: a= 5.50 m/s2 Find: d=?
t= 20.25 s Formula: d= Vit +¿ ½ at2
Vi= 0 m/s
Solution:
d= (0 m/s ) (20.25 s) +¿ ½(5.50 m/s2) (20.25 s)2
d= 1/2 (5.50 m/s2) (410. 0625)
d= ½ ( 2,255.34)
d= 1,127.67m

60
LESSON PLAN

61
 REVISED LESSON PLAN

Lesson Plan
In
Natural Resources & Human Activities
Science 7

4. Objective: At the end of the lesson the student will be able to:
 Identify the effects of some human activities on natural resources
 Suggest ways to reduce the effects of some human activities on natural
resources.

5. Subject Matter:
Topic: Natural Resources & Human Activities
References: Science Learner’s Material 7, Pages 300-302
Code: S7ES-IVb-3/ S7ES-IVb4
Materials: Cartolina, construction paper, pentel pen and scatch tape
Strategy: Discovery Method
Value Focus: Conservation

6. Procedures:
Teacher’s Response Student’s response and
activity
Greetings and prayer:
Everybody stand for a prayer
(one student will lead)
“Good Morning, Class” “Good morning, ”MISS.
Now, say present as I call your name. LAHAYLAHAY
(Checking of attendance)

Learning Task 1- Review

Last time we discussed about what?
Okay, Very Good. So, what is energy resources? Our last topic is all
about Energy
Resources.
Very good. Now, as energy found in many things
what are the examples of energy resources? Energy Resources-is an
(Teacher will select a student to answer) energy that can be found
in many things and
takes many forms.
Examples:
Solar Energy- is an
Very good, because you cope up our last topic. energy that are free and
Learning Task 2- Motivation inexhaustible or heat
(Show a picture of the earth) from the sun.

62
 Geothermal Energy- is
thermal energy
generated and stored in
the earth.
Hydropower Energy-
derived from the energy
of falling water or fast
running water.
Natural Gas- is a form
fossil fuel so are coal
and crude oil (called
Petroleum).

Class, what picture is on the board?

When you look at the earth from the outer space,

what does it looks like?

What do you think is the bluish color surface of the

earth? The picture of the earth.
Very Good! It looks like a blue
marble, round. (Students
Now class, how many percent of earth’s surface is answer will vary).
covered by water?
The bluish color that
Very Good! covers the surface of the
earth is water.
As you look closer, what does the green color
represent on earth’s surface?

Very Good! 75% of the earth’s

surface is covered by
How many percent of earth’s covered with land? water.
Yes. Correct.

Is earth also covered with air?

The green color
What color represent the air in this picture? represents the land.
(showing another picture of the earth)

63
 25% of the land.

Yes it is covered with

Now, what have you notice in the picture? air.

Do you think there are certain changes in our earth The white color
surface? represents the air.

Now, let’s find out why there are certain changes

in our earth’s surface.

B. Lesson Proper

Learning Task 3- Activity

This time, let’s have a group activity. As you can

see, I have 3 envelops here. Inside of this The pictures of the earth
envelopes have certain questions that you will is different from each
going to answer. other.
Yes, there is a big
Now, I will divide you into 3 groups. Each group change in our earth
will answer different questions. surface.

But before that, what are the standards of having a

group activity?

Group Activity: Human Activities

Group 1.
Activities
1. Rice field turned into residential or
commercial centers.
2. People cut too many trees for lumber or
paper or building houses.

Group 2.
Activities
1. More factories are being built to keep up
with the demand of a fast growing
population and industrialization.
2. Too much mining and quarrying for the Student’s answer will
purpose of getting precious metals and vary.

64
 stones and gravel.

Group 3. Group Activity: Effects

Activities on natural resources.
1. Plastics and other garbage are burned.
2. Cars, trucks, and tricycle that emit dark Group 1.
smoke (smoke belchers) are allowed to
travel. Lack of Production of
food. (student’s answer
Group Reporting and presentation will vary)
Checking of Group Activity/reports. Flashfloods or
Landslide. (student’s
Very Good! answer will vary)

Learning Task 4- Analysis Group 2.

Now, what do you think will be our topic this
morning? Pollution will occur
faster. (student’s answer
Very Good! will vary)

So, what is natural resources? (Teacher will going Damage to natural

to select a student to pull out the magic sentence) habitats, flashfloods and
landslide. (student’s
answer will vary)
Okay, Correct!

What are the two types of natural resources? Group 3.

Very Good! Affects the ozone layer.

So, what is renewable resources? (student’s answer will
vary)
Pollution in the
Correct! surroundings. (student’s
answer will vary)
Now, what is non-renewable resources?

Now, we already know what is natural resources

and the 2 types itself. So, what are some human
activities on natural resources? (student’s answer
will vary) Natural Resources and
Human Activities.

Very Good and definitely correct.

65
So, as a human being, what ways will you suggest
to reduce this effect? Natural Resources- Is
anything that people can
use which comes from
nature like land, water
and air.
Learning Task 5- Abstraction

Teacher will ask the following questions;

1. How meant is Natural Resources?
Renewable & Non-
Renewable Resources.
2. How will you reduce those human
activities?
Renewable resources-
are natural resources
3. How will you conserve the natural that can be replaced or
resources? renewed within a short
period of time.

Learning Task 6- Application Non-Renewable

Picture of Biodegradable, Non-biodegradable, and Resources- are cannot
recyclable. be easily replaced
within a short period of
1. Are you familiar with this? time. They can take
2. What can you see in the picture? hundreds or million
3. Why does the school and officials have this years to form.
facilities?
4. Why this particular facilities are mandatory Some of the human
in certain institutions? activities on natural
resources are as follows;
7. Evaluation 1. Illegal cutting
Instruction write the correct answer on your of trees.
paper. 2. Dynamite
fishing
1. What will be the possible effect on the 3. Dumping
natural resources, if plastic and other garbage to
garbage are burned? Ans. B seaside area.
a. It can increase noise pollution 4. Illegal mining
b. It can cause air pollution and damage to
earth atmosphere Ways on how to reduce
c. It has a great effect on economic this effect are as
development follows;
2. When roads are built, mountains are blown 1. Tree Planting
off using dynamite, what will be the 2. Avoid using

66
 possible effect? Ans. A chemicals in the
a. Damage natural habitats and/or kill plants sea
and animals 3. Proper
b. Have a great effect for economic ventures disposal/recycli
c. Increase salary of the people ng
3. Why are coal, petroleum, and natural gas 4. Recalibrating
considered non-renewable resources, if they
were produced from plant and animal
remains? Ans. A
a. It takes a very long time to produce them
b. Using the results in environmental Natural resources very
problems important to us because
c. They are difficult to locate and explore without it we cannot
from earth survive. (student’s
4. Fossil fuels are what kind of resources? answers will vary)
Ans. B
a. Renewable Tree planting, proper
b. Non-renewable disposal, recycling,
c. Reliable recalibrating and
5. Plants and animals are what kind of composting. (student’s
resources? Ans. A answers will vary)
a. Renewable
b. Non-renewable To conserve the natural
c. Reliable resources we should
learn how to dispose are
Test 2: Essay (Easy to Say) 5 points garbage in a proper
Instructions: Read the quote and what you ways, and be an
understand. You will be scored according to the educated citizen.
rubrics given below. (student’s answers will
vary)
Rubrics:

Ideas & Understanding ------------ 3 points

Organization & word choice------ 2 points
5 points

“Too much is taken from earth!” and “Too (student’s answers will
much is put into earth!” vary)

8. Assignment
Explain the following on your science
notebook, to be checked next meeting.

The 5 R’s of environmental preservation.

67
 (Students will
answer correct letter of
the given questions.)

(Students will
answer the quote and
will be scored in the

68
 given rubrics)

Prepared by,

CHARLENE ROSE LAHAYLAHAY

Pre-Service Teacher

69
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My
Episodes

My
Analysis

My
Reflection
s

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

70
 LEARNING EPISODE 8

Preparing My Instructional Materials

NCBTS Domain 4 Strand 4.4;
LET-TOS No. 2 (2.1 and 2.3) and 3 (3.1, 3.2 and 3.4)

This learning episode explores the wonders and significance of instructional

materials to enrich the teaching-learning process. These devices will assist me to

improve students’ knowledge, abilities and skills.

At the end of this activity, I will be able to:

 Create my instructional materials for classroom instructions.

 Demonstrate creativity and resourcefulness in preparing instructional
materials.
 Take snapshots of the various instructional materials used by my
cooperating teacher / cooperating school.

These are the things I need to do:

71
 INSTRUCTIONAL MATERIALS

These are the tools / equipment which can effectively help the teacher in enhancing the teaching-learning process. There are differen

Print Materials – are items such as books, pamphlets, brochures, newspapers and magazines

Non-print Materials – usually refer to as electronic materials.

A. Visit the learning center / school library of my cooperating school.

Interview the school librarian on the different instructional materials
available in my cooperating school. List down some of these materials which I
can use in your assigned episode.

PRINTED MATERIALS NON-PRINTED MATERIALS

Books
Models
Magazines
Laboratory apparatus
Newspaper

Other reading materials

72
Complete the matrix below by writing the instructional materials I

used in the three (3) lessons I taught in my assigned grade level.

LESSON(S) / INSTRUCTIONAL MATERIALS USED

ACTIVITIES

Reasoning Flash cards

Pictures

Triangle Inequalities Pictures

Video presentation

Laptop/TV

Measures of Central Pictures

Tendency Video presentation

Laptop/TV

73
In preparing my instructional materials, I need to consider the following factors:

 Being handy
 Coherence
 Visibility
 Creativity
 Appropriateness

74
 In preparing my instructional materials, I realized that:
he learners, to the topic. IMs should be handy, durable and the letters and pictures must be visible even at the farthest corner
these, a class discussion would be monotonous or boring. Using chalk and writing the important details on the board may take

75
Read the situation and encircle the letter of the correct answer.

1. What must be the one consideration in preparing your instructional

materials?
A. The learners
B. The cost
C. The learning content
D. The objectives
2. You prepared a PowerPoint presentation on verbs for your English
class. Unfortunately, there was a power cut-off. What shall you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.
3. Ms. Rufo is teaching in a multi-grade class, what materials must be
employed?
A. Less-costly materials
B. Electronic materials
C. Differentiated materials
D. Commercially-made materials

76
Example of Unified Test Science for Grade 7

77
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

78
 LEARNING EPISODE 9

My First Assessment Tool

NCBTS Domain 5 Strand 5.2;
LET-TOS No. 4 (4.1-4.5)

This learning episode will give me experience to devise assessment tools

for my learners. This may be in the form of quizzes, worksheets, unit or chapter

tests, activities and others. Creating these opportunities will help me in preparing

assessment tools to gauge the performance of my learners.

At the end of this activity, I will be able to:

 Construct my first assessment tool.

 Follow the rules in constructing tests.

 Improve the test based on the suggestions of my cooperating teacher.

79
These are the things I need to do:

ASSESSMENT
It is the process of collecting and documenting knowledge, skills, attitude, values and belief

TWO TYPES OF ASSESSMENT

1. Traditional Assessment
includes standardized tests and teacher-made tests
usually employed by teachers with essentialist and perennialist philosophies
2. Authentic or Alternative Assessment
takes on a more student-centered approach
includes classroom-based assessment portfolios and student-designed assessments

80
A. Write as many ideas about tests. Use the first letter of the word to give as
many concepts about tests.

B. Research on TIPS on constructing tests. Write item here.

 Write test items that measure stated objectives

 Test only one idea or principle in each item
 Keep the reading difficulty of test items low unless your aim is to measure verbal
and reading abilities
 Group questions according to item type so students do not continuously shift
response patterns
 List items in a principled order
 Begin the test with an easier item

81
Complete these structured frames:

1. Assessment tools are needed because:

 It will measure my students understanding of the lesson.
 Results can be used as a basis for evaluation

2. I consider the following things when I prepared my first

assessment tool:
a. Time
b. Learner’s capabilities
c. Grade level

Because it is very important that tests given fits with the needs and
capabilities of the students. It’s give an opportunity for the students to
develop their recalling skills.

82
How did my students / learners perform in the use of my first assessment tool?

Check the corresponding box based on your answer of choice. Explain.

Exemplary Very Satisfactory Satisfactory



Fair Needs Improvement

It is exemplary because, the results of the assessment showed that the

students understood the lessons very well. It is evident in the high scores they

gained in the assessment.

83
my first assessment tool. Among all of the, only 3 did not get a perfect score. This only means that I was able to de

84
 Read these situations and encircle the letter of the correct answer.
1. Why do we need to give an assessment?
A. To identify who among our students will pass or fail
B. To measure the performance of our students
C. To improve the quality of instruction
D. To comply with the requirements of the administration
2. What type of test must be given to assess the higher order thinking skills
of the learners?
A. Alternative response type of test
B. Essay test
C. Enumeration type
D. Multiple-choice type
3. What test allows the learners to perform in real-life episodes?
A. Paper and pencil type of test
B. Essay type of test
C. Traditional assessment
D. Authentic assessment

85
 SAMPLE ASSESSMENT TOOL

1. What will be the possible effect on the natural resources, if plastic and other
garbage are burned? Ans. B
A .It can increase noise pollution
B It can cause air pollution and damage to earth atmosphere
c. It has a great effect on economic development
2 When roads are built, mountains are blown off using dynamite, what will be the
possible effect? Ans. A
a. Damage natural habitats and/or kill plants and animals
b Have a great effect for economic ventures
c. Increase salary of the people
3.Why are coal, petroleum, and natural gas considered non-renewable resources, if
they were produced from plant and animal remains? Ans. A
A. It takes a very long time to produce them
b. Using the results in environmental problems
c. They are difficult to locate and explore from earth
4. Fossil fuels are what kind of resources?
Ans. B
d. Renewable
e. Non-renewable
f. Reliable
5. Plants and animals are what kind of resources? Ans. A
d. Renewable
e. Non-renewable
f. Reliable

Test 2: Essay (Easy to Say) 5 points

Instructions: Read the quote and what you understand. You will be scored according to
the rubrics given below.

Rubrics:

Ideas & Understanding ------------ 3 points

Organization & word choice------ 2 points
5 points

86
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

87
 L E A R N I N G E P I S O D E 10

Designing the Classroom

Bulletin
NCBTS Domain Board
4 Strand 4.4;
LET-TOS No. 2(2.1, 2.3, 2.6 and 2.7)and 3 (3.1 – 3.4)

This episode gives me the opportunity to be of service to my cooperating

teacher by helping him/her in designing and structuring the bulletin boards that
will surely help in making the classroom have a more conductive atmosphere for
learning. This will also give me more ideas on how to structure meaningful and
relevant bulletin boards.

At the end of this activity, will be able to:

 design/structure classroom or instructional bulletin boards.
 align the design and theme of the bulletin board with the lessons
and activities of the class.
 use the bulletin board to enrich classroom instruction.
 work well with the cooperating teacher

88
 To reach my goals, I need to do the following using this acronym.

BULLETIN BOARDS
ant announcements. Additional information on a particular subject matter, things, students need to remember like school polici

EFFECTIVE BULLETIN BOARDS

ore effectively
rding to their own pace
ly and originality

89
A. Go around the different classroom and list down the themes on the
different bulletin boards displayed in their classroom.
Science
Math
Environment
Nutrition
Proper Hygiene

What are the things you need to construct a bulletin board display? Put

them here.

Border Designs
Pictures
Posters
Topics of the Quarter
Materials for Bulletin Board Construction

90
B. Research on “How to design” a meaningful and relevant bulletin
board. Write down the important notes. Cite your references.

The bulletin boards and black/white boards in your room reflect what you
feel is important. Consider carefully what you need to display on them and use
these as an additional teaching tool.

Use bulletin boards to reinforce instructional goals.

 Create a calendar. Use bright colors, patterns, or perhaps a different

numbering system. For example, you could use Roman numerals, a
periodic table of elements numbering system, Morse Code, etc. In the
primary grades the calendar is a wonderful medium for introducing,
extending, and reviewing mathematical concepts. Use the calendar to
display schedules of upcoming events such as PTA meetings, sports, or
other school activities.
 Display maps, charts, graphs, and book jackets related to current and
continuing study.
 Display numbers, letters, poems, songs, and sight words. These signs are
key elements of the print-rich environment that whole-language advocates
recommend.
 Display posters, photographs, and other information relating
to a unit being studied. These displays add valuable visual
support to current topics.
 Create a class theme. Many teachers choose, or have their
students choose, a year-long theme to tie their units of
study together.
 Try designing a mystery display board based on the popular game
show "Wheel of Fortune." Each week offer a different class-related
motto, famous saying, or appropriate epigram with only a few
letters filled in to get the students started. Let students offer

91
 uesses for missing letters until one misses. At that point, suspend
play until the next day when guessing may begin again, selecting
a different student to start the game. When the puzzle is solved,
leave the complete saying up for display and prepare a new
mystery saying related to class study or school goals.

Use bulletin boards to communicate essential information.

 Display posters of the classroom rules, rewards, and consequences.

 Create a visual representation of your classroom management system.
The students will be more conscious of their behavior when they have
something visual on which to focus.
 Post a list of the things students may do when they finish an assignment
early
 Post school goals lists and mission statements. These may reflect
classroom, team, and/or school priorities.
 Post a daily or weekly schedule for your room.
 List monitor jobs and the students who are currently filling these roles.
For the sake of efficiency, make sure the names on this list can be
changed quickly and easily.

92
Observing the varied bulletin boards in my cooperating school, I noted the

following:

Best Features Areas to be improved

Materials used Visibility

Relevance Durability

Decorations Combination of colors

As a student teacher I need to learn how to structure bulletin boards so that:

I will have the experience in designing a bulletin board or a classroom
I can develop my creativity

93
Read the situation and encircle the letter of the correct answer.

1. In designing my bulletin board the primary consideration is

___________.
A. topic or subject matter
B. availability of materials
C. design and artistic appeal
D. age of the students

2. What is the main purpose of bulletin boards in the classroom?

I. To serve as decoration
II. To strengthen subject matter understanding
III. To remind students of important announcements
A. I only
B. I and II
C. I, II and III

3. What is the essential characteristic of an effective bulletin board?

A. Colorful
B. Relevant
C. Decorative
D. Interesting

94
95
 BULLETIN BOARD

HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

96
 L E A R N I N G E P I S O D E 11
Familiarizing Myself the
Different School Forms
NCBTS Domain 7 Strand 7.2;LET-TOS
No. 1 (1.3, 1.4, 1.5 and 1.7) and 2(2.1 and 2.5)

As a student intern, this episode will familiarize me with the different

school forms that I need to know so that when I am already in the field, I will be
able to accomplish them properly, accurately and legibly.

At the end of this activity, I will be able to:

 Identify all the school forms.
 Read all the instructions for me to know how to accomplish
them.
 Give the importance of each school form.
 Secure a copy of each form.

97
 These are the things I need to do:

ish the various school forms properly, accurately and legibly. It is expected that I am able to follow the Revised Guidelines on t

98
A. Ask cooperating teacher regarding the required school forms or the
Department of Education. List down the school forms sited by my Cooperating
Teacher.

99
B. Read the DepEd Order Pertinent to various school forms. Print and paste them

properly on these pages.

100
101
 Why do I need to prepare the DepEd school forms properly,

accurately and legibly?

d legibly because these forms include data which are important for every pupil. These forms include their profile, att

Going over the various school forms, I have learned that:

Aside from teaching, a teacher has to prepare a lot of forms and other documents. I have learned how stressful it is

102
Encircle the letter of the correct answer.

1. Which school forms contains the vital information on environment

and attendance?
A. DepEd Form 137a
B. Form 18a
C. School Register Form 1
D. DepEd Form 138
2. Which is the report card of the student?
A. Form 137
B. Form 138
C. Class Register
D. Class Record Sheet
3. Which is the permanent record of the student?
A. Class Record
B. Class Register
C. Form 137
D. Form 138

103
SAMPLE FORMS FILLED IN BY THE STUDENT TEACHER

104
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectation Improvemen Performance
s t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE 25 AVERAGE
RATING 5

105
 L E A R N I N G E P I S O D E 12

How May I Help You

NCBTS Domain 6 Strand 6.1;
LET-TOS No. 1 (1.1-1.7)

This episode gives me the opportunity to help in non-teaching related

duties. This enables me to be of service to the other sectors of the school

community. This will also enable me to establish better rapport with the other

members of the school.

At the end of this activity, I will be able to:

 Perform other non-teaching duties as requires by my cooperating school.
 Work well with other personnel in the school community.
 Record observations and notes pertinent to the assigned episodes.

106
 I should do the following tasks:

ANCILLARY SERVICES
These are the support services which are non-teaching duties rendered by the student interns in my co

These ancillary services may be rendered in the following places/ school facilities to help the other sc
School Clinic
Library
Guidance Office
Principal’s Office
School Canteen
School Cooperative
Learning Resource Center

107
 What services did I render in the following areas? (Cite the offices /

departments where your services were required).

LEARNING/
PLACES SERVICES
INSIGHTS GAINED

Stage decorations during Willingness and

Stage
school events creativity

Library Cleaning the area Cleanliness

Helped the teachers in selling Applying basic

School Canteen
foods and school supplies mathematical operations

oing other non-teaching services made me realize that:

he job of a teacher is not only inside the classroom but anywhere that his/her assistance is needed.

hese are the values / virtues I have developed / strengthen when I rendered the ancillary services:
tience
rseverance
eativity
atitude
ardworking
illingness

108
 After rendering my services in Stage decorations

I learned these skills:

Planning
Assessing
Decorating

I know that these will

Will part of my training as a future teacher, through this, I can be more fl

After doing these activities, I felt beneficial to my cooperating school. In t

Read the situations and encircle the letter of the correct answer.

1. Emma is one of the student interns in MLB Academy. She is very

computer literate. Where can she utilize these skills in her
cooperating school?
I. Encoding important documents
II. Preparing electronic materials
III. Preparing e-file in the offices
A. I only
B. I and II

109
 C. II and III
D. I, II and III
2. Jacob is one of the interns in one of the public schools in the
remote barrios. He is very good in arts. Where can he best utilize
his skills?
A. Preparation of instructional materials
B. Designing bulletin boards
C. Illustrating things in the lessons
D. Volunteering as a school artist
3. Jared has training in First Aid application. In what areas can he
volunteer in the school?
A. Speech Laboratory
B. School Clinic
C. Guidance Office
D. Physical Education Department

110
GRADE 9-A & C PUPILS

111
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS
Outstanding Exceed/s Meet/s Needs Unacceptable
Expectations Expectations Improvement Performance

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE
AVERAGE
RATING 5
25

112
 L E A R N I N G E P I S O D E 13

Let’s Participate in School Activity

NCBTS Domain 2 Strand 2.3;LET-TOS
Nos. 1(1.2 and 1.5), 2(2.1 and 2.4),3 (3.1, 3.2 3.4) and 4(4.1)

Participating in different school activities in my cooperating school will

help develop and strengthen my responsibility, resourcefulness, creativity,
teamwork, unity and cooperation with the different sectors of the school
community. Giving me all these opportunities will help me develop my personal
and professional competences.

At the end of this activity, I will be able to:

 Prepare materials needed for the school activity.
 Assist in school program and activities .
 Join my cooperating teacher and my class in school activities.


113
 These are the things I need to do:

3. Get the
information /
1. Get instruction on
2. Prepare of the research on how to 4. Ask help when 5. Participate in the
what to do in the
tasks ahead of time. make the activity needed. tasks / activities well.
school activity.
more colourful /
meaningful.

ty, diligence and industry. These activities will also strengthen my spirit of cooperation, teamwork and

114
Complete the cyclical web to show the steps in preparing for the
activity.
Title of the activity : DEWORMING
Date : February 19, 2019
Participants : Teachers, Students and Parents
Materials needed for the activity : Food and Water

inform the
prepare all
pupils and
materials
parents
needed fot
about the
the activity
activity

explain to
provide food
pupils the
and water
do's and
foir the pupils
dont's

115
 Why do we need to participate in school’s activity?

I need to join / participate in the school activities because

Enhance my leadership skills in performing tasks
Be more responsible and effective in performing the tasks given to me
Develop sense of cooperativeness with other people.

program went very well.

having the practice teaching. Some teachers truly need a hand with their students, some may not be feeling well. As a p

116
Read the situations and encircle the letter of the correct answer.

1. Which activity promotes the love of the Filipino language in school?

a. Buwan ng mga puso
b. Buwan ng mga Wika
c. Buwan ng Aklat
d. Buwan ng mga NagkakaisangBansa
2. To instill the importance of the right kind and amount of food among
children, what school activity must you plan?
a. Nutrition Month Celebration
b. United Nations Week Celebration
c. Literacy Week
d. Valentine’s Day celebration
3. To instill cost saving devices, what must you do, while preparing
materials for the school activity?
a. Get sponsors.
b. Collect from your class.
c. Use less materials and props
d. Use indigenous materials.

117
CULIPAPA NATIONAL HIGH SCHOOL

118
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstandin Exceed/s Meet/s Needs Unacceptabl

g Expectations Expectation Improvemen e
s t Performance

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE
2252 AVERAGE
RATING 5
2

119
 L E A R N I N G E P I S O D E 14
My First Classroom
Demonstration Lesson
NCBTS Domain 7 Strand 7.1 and 7.3; LET-TOS
No. 1 (1.1-1.7), 2(2.1-2.7), 3(3.1-3.4), 4(4.1-4.5)

This learning episode is the culmination of my practicum experience. This

allows me to showcase all the things I learned from my teacher education
institution, cooperating school, cooperating teacher and practicum supervisor.
This will also give me the opportunity to apply the theories I learned into
practice.

At the end of this activity, I will be able to:

 write my demonstration lesson plan

 prepare my instructional materials
 demonstrate the lesson I prepared in my assigned class

120
These are the things I need to do:

Have a post
Have a pre- conference
2. Prepare of
conference Prepare my with the
the tasks Implement
with my instructional Cooperating
ahead of the plan
cooperating materials Teacher/
time.
teacher Practicum
Supervisor

Make sure that your lesson plan has been approved by your cooperating teacher.
Ask your cooperating teacher if there are some guidelines you need to follow.
Prepare all the needed materials days before you scheduled demonstration.
Provide copies of your lesson plan preferably with a cover sheet or folder.
Rehearse your lesson. Take note of the time and the way you have to move.
Learning to student’s names is very important.
Prepare for some unexpected incidents-discipline problems, technical difficulties, and the like.
Make certain that your activities are varied so as to have an engaged and lively classroom discussio

121
A. Complete the episode matrix to help you in preparing your lesson

plan.

What are your objectives? Identify action words in a sentence

Remember:
It should be SMART.

What is your content?

Remember: Topic: If-Then Statement
Scope of the lesson Time: 45 minutes
Time allotment Materials: Pictures and video
Resource materials

What methods/ procedures should Interactive approach

you employ? Self-discovery learning method
Remember:
Strategies and approaches to
employ

What assessment tools shall you

use to measure learning Paper and Pencil Test
Remember:
Scope
Objective
Appropriateness

122
B. Go to the library and research on your topic. Have a pre-conference

with your Cooperating teacher. Write your outline and ideas here.

 Improve the use of the English language.

 Be confident in facing the students.

 Make the lesson as enjoyable as possible. Create activities that will

motivate students to participate actively.

 Improve the instructional materials, be creative.

 Improve the skills in classroom management.

 Improve the art of questioning.

123
ard time during this phase but because my students are cooperating with me and interacting a lot about the topic, I was able t

aried every day.

ective in my class?

124
After the demonstration lesson, I felt happy and satisfied because I was able to deliver the lesson clearly and
After my demonstration, I realized that it is important that your students enjoy your presence in front of the c
These are the things that I learned from my learners:
Dealing with varied types of learners
Appropriate strategies and approaches
Make every lesson motivating and interesting.

How do I rate my demonstration?

Exemplary Very Satisfactory Satisfactory



Fair Needs Improvement

Explain your rating.

My rating was exemplary because I had improved a lot in terms of

delivering the lessons to my students.

125
Read the situation and encircle the letter of the correct answer.

1. In preparing your demonstration lesson plans, you must consider that the
objectives must be stated in specific, measurable, attainable, realistic and
time-bounded manner. Which among these objectives will develop higher
order thinking skills?
a. Identify the nouns in the sentences.
b. Give examples of nouns.
c. Use nouns in sentences.
d. Differentiate nouns from pronouns.
2. What will you consider first when preparing your lesson plans?
a. The learners
b. The objectives
c. The outcomes
d. The methods/strategies
3. Your cooperating teacher conducted a pre-conference between your
demonstration lessons. She noted that you need to improve on your
teaching strategies. What should you do?
I. Ask help from your peers.
II. Consult other experts in the field.
III. Research on some strategies.
a. I only
b. I and II
c. II and III
I, II and III

126
GRADE 9 PUPILS

127
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE
25 AVERAGE
RATING 5

128
 L E A R N I N G E P I S O D E 15

Accomplishing Exit Forms

NCBTS Domain 1 Strands 1.1 and 1.2;
LET-TOS No. 1 (1.1-1.7)

This Episode allows me to prepare all the forms and other things I need to
accomplish before I leave my cooperating school. This will allow me to have a
gracious exit and be able to submit all the requirements I need to submit to my
cooperating teacher.

At the end of this activity, I will be able to:

 Confer with the cooperating teacher regarding the forms and other
requirements to be submitted.
 Prepare all the exit requirements properly.
 Submit all the forms/ requirements needed before leaving my
cooperating school.

129
 LEARNING EPISODES DIRECTIONS

cooperating school by submitting all the requirements/ forms needed after the successful, meaningful and rewarding practicum e

ool

130
 A. List down the forms/ documents required by your cooperating teacher.

FORMS / DOCUMENTS REQUIRED ACTIONS TAKEN

Class Records Accomplished

Grades of Students Accomplished

Clearance Accomplished

hese episodes/requirements?

he internship which is a requirement for all pre-service teachers.

he beautiful memories and experiences I had in my cooperating school.
ccomplish this journal not only because it is a requirement but also for our documentations and culmination of the wh

131
 A. How do I feel after rendering 380 hours in my cooperating school?

elt blessed after the internship. Experience, indeed, is the best teacher. These new experiences I had truly developed me into a
lso felt satisfied and confident especially now that I am equipped with more knowledge, skills and values to become an effectiv

B. What knowledge, skills and values did I gain?

KNOWLEDGE SKILLS VALUES

I learned that being a

I had improved my skills in teacher is not an easy

I gained knowledge in the making instructional task. Their job is

mastery of the lesson in materials. I had also difficult but they

Mathematics. improved my communication continue to give their

skills. students the best

education they deserve.

132
Read the situation and encircle the letter of the correct answer.
1. Why do I need to submit all the required episodes before leaving my
cooperating school?
a. To thresh out matters with my cooperating teacher
b. To leave the cooperating school with a clean state.
c. To uphold your dignity as a future teacher.
d. To maintain your image as a good student intern.
2. What things do you need to settle before you leave any school?
I. Forms required by the school
II. Financial matters
III. Papers/ and other requirements
a. I only
b. II only
c. III only
d. I,II and III
3. What article in the Professional Code of Ethics for Teachers best describes
this last learning episode?
a. The Teacher and the Community
b. The Teacher and the Profession
c. The Teacher and the Teaching Community
d. The teacher and the Learner

133
AFTER CLASS

134
HOW DID I PERFORM IN THIS EPISODE?

5 4 3 2 1

AREAS Outstanding Exceed/s Meet/s Needs Unacceptable

Expectations Expectations Improvemen Performance
t

My Episodes

My Analysis

My
Reflections

My
Application

My Portfolio

TOTAL
SCORE
252
AVERAGE
RATING 5

135
 GENERAL REFLECTION AFTER MY DEMO

Complete the matrix by checking the areas you need to improve on:

Goals/ Objectives
Learning Environment
Methods
Instructional Material
Improve
Modes of assessment
Others please specify
____________________

Knowledge
Skills
Enrich Others please specify
___________________

New approaches
Instructional Materials
Differentiated activities
Experiment
Others, please specify
____________________

Attitudes
Expectations
Modify Others, please specify
_______________________

New Subject matter

Varied learning styles of learners
New innovations
Learn Current Issues
Others, please specify
_______________________

136
 RUBRICS FOR MY PERFORMANCE IN THE LEARNING EPISODES
(How I shall be rated?)

Your practice teaching handbook and portfolio shall be assessed using

the following scale:

Rate Scale Equivalent Verbal Description

Teaching performance is
5 Outstanding consistently superior to
the set standards

Teaching performance is
4 Exceeds expectations consistently above the set
standards

Teaching performance
3 Meet expectations consistently meets the set
standards

Teaching performance
does not consistently meet
2 Needs improvement the set standards.
Extra effort is needed to
improve the skills.

137
 The Learning Episode vis-à-vis The NCBTS Domains and LET TOS

No. LEARNING EPISODE NCBTS DOMAINS

NCBTS Domain 1 Strand 1.1;
1 What Lies Ahead?
LET –TOS No.1 (1.1,1.2,1 AND 1.7
NCBTS Domain 7 Strand 7.1;
2 Meeting my cooperating Teacher
LET-TOS No.1 (1.1,1.2,1.3,1.6,1.7)
My Learning Environment, My Second NCBTS Domain 2 Strands 2.1-2.5;
3
Home LET-TOS Nos. 1 (1.5) and 3 (3.4)
NCBTS Domain 3 Strands 3.1;
4 Meeting My Learners
LET-TOS Nos. 2 (2.5) and 3 (3.1-3.4)
NCBTS Domain 4 Strands 4.3;LET-TOS
Establishing My Classroom Routines
5 Nos. 1 (1.3 and 1.4, 2 (2.1) and 3 (3.2 and
and Procedures
3.4)
NCBTS Domain 4 Strands 4.1, 4.4, 4.5 and
My Journey Begins with the First Step 4.7;
6
(My First Activity) LET-TOS Nos. 2 (2.1, 2.3, 2.4 and 2.6)
and 3 (2.1) and 3 (3.1- 3.4)
NCBTS Domain 5 Strands 5.1 and 5.3;
7 Writing My First Lesson Plan LET-TOS Nos. 1 (1.5, 1.7), 2 (2.1-2.7), 3
(3.1-3.4),4 (4.1- 4.5)
NCBTS Domain 4 Strands
Preparing My IM’s
8 4.4;LET-TOS Nos. 2(2.1 and 2.3) and 3 (3.1,
(Instructional Materials)
3.2 and 3.4)
NCBTS Domain 5 Strands 5.2 ;
9 My First Assessment Tool
LET-TOS Nos. 4 (4.1-4.5)
NCBTS Domain 4 Strand 4.4;
10 Designing Classroom Bulletin Boards LET-TOS Nos. 2 (2.1,2.3, 2.6 and 2.7) and 3
(3.1-3.4)
NCBTS Domain 7 Strands 7.1 and 7.2;
Familiarizing Myself with the Different
11 LET-TOS Nos. 1 (1.3, 1.4, 1.5 and 1.7)
School Forms
and 2 (2.1 and 2.5)
NCBTS Domain 6 Strand 6.1:
12 May I Help You?
LET-TOS No. 1 ( 1.1-1.7)
NCBTS Domain 2 Strand 2.3; LET-TOS Nos. 1
13 Let’s Participate in School Activities (1.2,and 1.5), 2 (2.1 and 2.4),3 (3.1, 3.2,3.4)
and 4 ( 4.1)
NCBTS Domain 7 Strand 7.1 and 7.3; LET-
My First Classroom Demonstration
14 TOS Nos. 1 (1.1-1.7), 2 (2.1-2.7), 3(3.1-
Lesson
3.4), 4 (4.1-4.5)
NCBTS Domain 1 Strands 1.1 and 1.2;
15 Accomplishing Exit Forms
LET-TOS No. 1 (1.1-1.7)

138
What insights/ Learning have I gained in the 7 domains of National
Competency- Based Teacher Standards?

No. DOMAIN INSIGHTS / LEARNINGS GAINED

Social Regard for

1
Learning

The learning
2
Environment

3 Diversity of Learners

4 The Curriculum

Planning, Assessing,
5
Reporting

6 Community Linkages

Personal growth and

7 Professional
Development

139
Appendices

140
 APPENDIX A

Sample Lesson Critiquing Form for Practice Teaching

141
 APPENDIX B

Pre Service Teacher’s Actual Teaching Checklist

142
 APPENDIX C

National Competency Based Teachers Standard

Domain 1
Social Regard for Learning
Acts as a positive role model for students

Domain 7 Domain 2
Personal Growth and Professional Development The Learning Environment
Creates an environment that promotes fairness
Takes pride in the nobility of teaching as a profession Makes the physical environment safe and conducive to learning
Builds professional links with colleagues to enrich teaching practice Communicates higher learning expectations to each learner
Reflects on the extent of the attainment of learning goals. Establishes and maintains consistent standards of learners’ behaviour.

Statement
of Principle
om instruction with results that are manifested in high performance levels in terms of student learning outcomes. Teachers are dedicated to the well-being of the students and communit
education.

Domain 6 Domain 3
Community Linkages Diversity of Learners
Establishes Learning Environments that respond to the aspirations of the community. Is familiar with learners background knowledge and experiences
Demonstrate concern for holistic development of learners

Domain 5 Domain 4
Planning, Assessing and Reporting Curriculum
Communicates promptly and clearly to learners, parents, and superiors about the progress of learners Demonstrates mastery of the subject
Communicates
Develops and uses a variety of appropriate assessment strategies to monitor and evaluate learning clear learning goals for the lessons that are appropriate for learners
Monitors regularly and provides feedback on learners’ understanding of content Makes good use of allotted instructional time
Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and alig

Schematic Representation of the Integrated Domains of the National Competency-Based Teacher Standards
Source: experiential Learning Courses Handbook: a project of the teacher Education Council (TEC) Department of Education (DepEd) Commission on Higher Education (CHED), 2007.

143
 APPENDIX D

Questionnaire

A. Respondent Profile
Instruction: Kindly supply the data asked for and mark the appropriate
information on the blank provider for. Your answer will be highly appreciated.

Name: LAHAYLAHAY CHARLENE ROSE DACADO

Surname Given Name Maiden/Middle

Name/Address of Cooperating School: Culipapa National High School

Type of School: Private Sectarian Private Non-Sectarian

 Public

Age: 19 22

20 23

 21

Year Graduated: 2000-2005 2006-2010

2011-2015  2016-2020

144
 Others please specify:

Grade Level Taught: Pre-School  High School

Elementary Special Education

Others please specify:

Subject Taught Filipino Makabayan

English All subjects in pre-elem

 Science Others

Math

Number of Hours Rendered: 100 Hours

120 Hours

 over 150 hours

145
B. Practicum Experiences

Instruction: The purpose of this evaluate is to gain feedback regarding the

quality of your practicum experience. The concerns noted will initiate corrective

actions to improve the quality of the practice teaching. Your honest answers to

this questioner will be highly appreciated. Please rate the items using the given

scale:

146
5- Excellent 4- Very good 3- Good 2- Fair 1- Needs Improvement

5 4 3 2 1

Orientation Activities

1. Orientation of the student interns by

the practicum supervisor on the

practice teaching

2. Orientation of the student interns by

the cooperating principal

3. Orientation of the student interns by

the cooperating teacher

4. Familiarization of the student interns

with the school facilities/equipment

5. Orientation on the school rules and

policies

6. Familiarization of required practicum

student form

7. Practicum experiences of the

student’s interns

8. Consultation time with the

cooperating teacher

9. Assistance in writing lesson plan

147
10. Providing feedbacks on the student

intern’s competencies

11. Meeting with the cooperating

teachers on scheduled basis

12. Giving instruction on classroom

routines

13. Providing assistance in making

instructional material

14. Giving instruction in checking

papers and other assign tasks

Rapport with the school

community

15. Rapport with school administrator

16. Rapport with cooperating teacher

17. Rapport with students/pupils

18. Rapport with parents

19. Rapport with non-teaching

personnel

Practicum Site

20. Accessibility of the practicum site

21. Safety and security of the

practicum site

148
Auxiliary Services

22. Quality of auxiliary services

Activities of the Students

23. Preparation of daily lessons

24. Participation in school activities in

the practicum site

25. Preparation of instructional

materials

26. Conducting of demonstration

lessons

27. Assistance in classroom routines

28. Structuring of bulletin board

29. Preparation of seat works

30. Preparation of quizzes

31. Preparation of other required

activities

32. Others please specify

Suggestions/Recommendation

________________________________________________________

________________________________________________________

Problems Encountered

149
________________________________________________________

________________________________________________________

APPENDIX E

Proposed Procedure on How to Obtain the Final Grade in Practice Teaching

1. Portfolio 20%

2. Actual Teaching- On Campus 20%

3. Off Campus 40%

4. Attendance / Participation 20%

__________

Total 100%

*Except for attendance/participation, the Student Interns grade in Portfolio in Actual

Teaching may be an average of the rating given by the College Supervisor, Cooperating
Teacher, Peers, and the Self-rating of Student Intern, himself/herself. The Teacher
Education on the weights of the ratings from the different raters. For example, the TEI
for one reason or another may put more weight on the rating given by the Practicum
Supervisor.

The grades in Portfolio in Actual Teaching may be derived from the ratings given by the
Practicum Supervisor/Cooperating Teacher/Peer/Students Intern though the use of Pre-
service Teacher’s Actual Teaching Observation Sheet and Score Sheet.

150
 APPENDIX F

School Forms Used

This section includes forms which are required for used during the practice

teaching and those that are recommended for successful teaching experience. Put

samples of the school forms you were required to accomplish in your cooperating

school.

151
 APPENDIX G

Sample Clearance Forms

_____________________

(Date)

Dear ___________________________________:

Practicum Supervisor

This is to inform you _________________________________________is

(Name of Student Intern)

Cleared from all the requirements in ___________________________________

(Name of Cooperating School)

He has completed ______________ hours as prescribed by your institution.

(No. of Hours)

152
Very respectfully yours,

_____________________

Cooperating Teacher

Attested by:

_____________________

Cooperating Principal /

Department Head /

Designated Authority

153
 APPENDIX H

Sample Excuse Letter

___________________________

___________________________

(Date)

Dear ___________________________________:

Cooperating Teacher/Practicum Supervisor)

I am very sorry for having been absent on ____________________

(Date)

due to___________________________________________________________.

(Reason)

I promise that I shall make up for my absence by rendering ___________ hours

to complete the required number of hours.

154
 Attached is my medical certificate.

Hope for your kind consideration.

Thank you very much.

Very respectfully yours,

__________________________________

Student Intern

155
 PPENDIX I

Sample Application Letter

March 20, 2019

GLADYS AMYLAINE D. SALES, CESE

OIC-Schools Division Superintendent

Division of Negros Occidental

Cottage Road, Bacolod City

Thru:

WARREN L. ESCOSAR

School Principal

Bilbao-Uybico National High School

Hinoba-an, Negros Occidental

Madam:

Greetings of Love and Peace in the Most Precious Name of Christ!

I am writing to apply as classroom teacher of your school. I believe that my experiences

and qualifications make me an ideal candidate for this position. The key strengths that I

possess in this position include, but are not limited to, the following:

 Strong communication skills

 Patient and attentive to details
 Self-motivated and resilient

156
  Computer literate
 Adaptable and eager to learn new things.

You will find me to be energetic and amiable. I am confident that my skills, as well as my

knowledge would indeed be an excellent match for this position.

I can be reached anytime via mobile, 09109303430. Thank you for your time and

consideration. I look forward to speaking with you about this employment opportunity.

Attached herewith are necessary documents for your reference and guidance.

Sincerely,

ROLLENMAR B. LANTACO

Teacher Applicant

157
 APPENDIX J

Revised Bloom’s Taxonomy of Objectives

ORIGINAL TERMS NEW TERMS

Evaluation Creating

Synthesis Evaluating

Analysis Analyzing

Application Applying

Comprehension Understanding

Knowledge Remembering

158
 BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging

Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding

159
 evised Bloom’s Taxonomy of Objectives

REVISED BLOOM’S
TAXONOMY OF TEACHER’S ROLE STUDENT’S ROLE
OBJECTIVES

Remembering Directs Responds

Tells Absorbs

Recalling information, Shows Remembers

recognizing, listing, Examines Recognizes

describing, retrieving, Questions Memorizes

naming, finding Evaluates Defines

Describe

Retells

Passive Recipient

Understanding Demonstrates Explains

Listens Describes

Explaining ideas or Questions Outlines

concepts, interpreting, Compares Restates

summarizing, paraphrasing, Contrasts Translates

classifying, explaining Examines Demonstrates

Interprets

Active Participant

Applying Shows Solves Problems

Facilitates Demonstrates use of

160
Using information in Observes Knowledge

another familiar situation, Evaluates Calculates

implementing, carrying out, Organizes Compiles

using, executing Questions Completes

Illustrates

Constructs

Active Recipient

Analyzing Proves Discusses

Guides Uncovers

Breaking information into Observes Argues

parts to explore Evaluates Debates

understandings and Acts as a resource Thinks Deeply

relationships, comparing, Questions Tests

organizing, deconstructing, Organizes Examines

interrogating, finding Dissects Questions

Calculates

Investigates

Inquires

Active Participant

Evaluating

Clarifies Judges

Justifying a decision or Accepts Disputes

course of action, checking, Guides Compares

161
hypothesizing, critiquing, Facilitates Critiques

experimenting, judging Questions

Argues

Assesses

Decides

Selects

Justifies

Active Participant

Creating Extends Designs

Reflects Formulates

Generating new ideas, Analyses Plans

products, or ways of Evaluates Take risks

viewing things, designing, Modifies

constructing, planning, Creates

producing, inventing. Proposes

Active Participant

Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s Verbs to use in stating Behavioral Terms

Taxonomy of
Objectives
List Write
Memorize Outline
emembering Relate Listen

162
 Show Group
Locate Choose
Distinguish Recite
Give example Review
Reproduce Quote
Quote Record
Repeat Match
Label Select
Recall Underline
Know Cite
Group Sort
Read
Restate Describe
Identify Report
Discuss Recognize
Retell Review
Understanding Research Observe
Annotate Outline
Translate Account for
Give examples of Interpret
Paraphrase Give main idea
Recognize Estimate
Associate Define

Translate Change
Manipulate Compute
Exhibit Sequence
Applying Illustrate Show
Calculate Solve
Interpret Collect
Make Demonstrate
Practice Dramatize

163
 Apply Construct
Operate Use
Interview Adapt
Paint Draw

Distinguish Compare
Questions Contrast
Appraise Survey
Experiment Detect
Analyzing Inspect Group
Examine Order
Probe Sequence
Separate Test
Inquire Debate
Arrange Analyze
Investigate Diagram
Sift Relate
Research Dissect
Calculate Categorize
Criticize Discriminate

Judge Choose
Evaluating Rate Conclude
Validate Deduce
Predict Debate
Assess Justify

Revised Bloom’s Taxonomy of Objectives

164
REVISED BLOOM’S
TAXONOMY OF VERBS TO USE IN STATING BEHAVIORAL TERMS
OBJECTIVES
Creating  Score  Recommend

 Revise  Discriminate

 Infer  Appraise

 Determine  Value

 Prioritize  Probe

 Tell Why  Argue

 Compare  Decide

 Evaluate  Criticize

 Defend  Rank

 Select  Reject

 Measure  Imagine

 Compose  Generate

 Assemble  Formulate

 Organize  Improve

 Invent  Act

 Compile  Predict

 Forecast  Produce

 Devise  Blend

 Propose  Set up

 Construct  Devise

 Plan  Concoct

 Prepare  Compile

165
  Develop

 Originate

Revised Bloom’s Taxonomy Questions

REVISED BLOOM’S
QUESTIONS
TAXONOMY OF OBJECTIVES
Remembering  What happened after...?

 How many...?

 What is...?

 Who was it that...?

 Can you name..?

 Find the definition of ...

 Describe what happened after...

 Who spoke to ...?

 Which is true or false...?

Understanding  Can you explain why...?

 Can you write in your own words...?

 How would you explain...?

 Can you write a brief outline...?

 What do you think could have happened

next...?

 Who do you think...?

 What was the main idea...?

 Can you clarify...?

 Can you illustrate...?

166
  Does everyone act in the way that...?

Applying  Do you know of another instance

where...?

 Can you group by characteristics such

as ...?

 Which factor would you change if ...?

 What questions would you ask of...?

 From the information given, can you

develop a set of instructions about...?

167
 Revised Bloom’s Taxonomy Questions

REVISED BLOOM’S TAXONOMY OF

QUESTIONS
OBJECTIVES
 Which events could not have
happened?

 If... happened, what might the

ending have been?

 How is... similar to...?

 What do you see as other possible

Analyzing outcomes?

 Why did... changes occur?

 Can you explain what must have

happened when...?

 What are some or the problems

of...?

 Can you distinguish between...?

 What were some of the motives

behind...?

 What was the turning point?

 What was the problem with...?

 Is there a better solution to...?

 Judge the value of...what do you

think about...?

 Can you defend your position

about...?

 Do you think..is a good or bad

thing?

 How would you had handle...?

168
  What changes to... would you
recommend?
Evaluating
 Do you believe... how would you
feel if?

 How effective are...?

 What are the consequences...?

 What influence will... have on our

lives?

 What are the pros and cons of...?

 Why is... of value?

 What are the alternatives?

 Who will gain and who will loose?

 Can you design a... to...?

 Can you see a possible solution

to...?

 If you had access to all resources,

how would you deal with...?

Creating  Why don’t you devise your own way

to...?

 What would happen if...?

 How many ways can you...?

 Can you create new and unusual

uses for...?

 Can you develop a proposal which

would...?

169
 APPENDIX M

Republic of the Philippines

PROFESSIONAL REGULATION COMMISSION

MANILA

BOARD FOR PROFESSIONAL TEACHERS

CODE OF ETHICS

FOR

PROFESSIONAL TEACHERS

Resolution No. 435

Series of 1997

Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836,

otherwise known as the “Philippines Teachers Professionalization Act of 1994” and

Paragraph (a), Section 6, P.D. No. 223, as amended, the Board for Professional

Teachers hereby adopts and promulgates the following “Code of Ethics for Professional

Teachers”.

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 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, they strictly adhere to, observe, and practice this set of ethical

and moral principles, standard, and vales.

ARTICLE I

SCOPE AND LIMITATIONS

Section 1. The Philippine Constitution provides that all educational institutions

shall offer quality education for all Filipino citizens, a vision that requires professionally

competent teachers committed to its full realization. The provisions of this code shall

apply, therefore to all teachers in all schools in the Philippines.

Section 2. This Code covers all public and 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 art 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 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,

171
promote national pride, cultivate love of country, in still allegiance to the Constitution

and respect 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 of the Filipino people as much as of his

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

Section 4. Every teacher shall possess and actualize full commitment and

devotion to duty.

Section 5. A teacher shall not engage in the promotion of any political religious,

or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or

receive any money, service, other valuable material from any person or entity for such

purposes.

Section 6.Every teacher shall vote and shall exercise all other constitutional rights

and responsibilities.

Section 7. A teacher shall not use his position or official authority of influence to

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

Section 8. Every teacher shall enjoy academic freedom and shall have the

privilege of sharing the product of his researches and investigations, provided that, Ifthe

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

proper authorities for appropriate remedial action.

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 ARTICLE III

THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the

youth; he shall, therefore, render the best services by providing an environment

conducive to such learning and growth.

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

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

betterment.

Section 3. Every teacher shall merit reasonable social recognition for which

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

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

relations.

Section 4.Every teacher shall help the school keep the people in the community,

and shall, therefore, study and understand local customs and traditions in order to have

a sympathetic attitude, therefore, refrain from disparaging the community.

Section 5. Every teacher shall help the school keep the people in the community

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

problems.

Section 6. Every teacher is an intellectual leader in the community, especially in

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

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

matters affecting the welfare of the people.

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

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

individually and collectively.

Section 8. A teacher possesses freedom to attend church and worship, as

appropriate, but shall not use his position and influence to proselyte others.

ARTICLE IV

THE TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively help insure the teaching is the noblest

profession, and shall manifest genuine enthusiasm and pride in teaching as a noble

calling.

Section 2. Every teacher shall uphold the highest possible standards of quality

education, shall make the best preparation for the career of teaching, and shall be at his

best at all times in the practice of his profession.

Section 3. Every teacher shall participate in the continuing professional education

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

studies as will improve his efficiency, enhance the prestige of the profession, and

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

internationally competitive.

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

school, but shall not make improper misrepresentations through personal

advertisements and other questionable means.

Section 5. Every teacher shall use the teaching profession in a manner that

makes it a dignified means for earning and decent living.

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 ARTICLE V

THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teachers shall, at all times, be imbued with the spirit of professional

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

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

or the profession is at stake in any controversy, teachers shall support one another.

Section 2. A teacher is not entitled to claim for work not of his own, and shall

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

Section 3. Before leaving his position, a teacher shall organize and leave to his

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

Section 4. A teacher shall hold inviolate all confidential information concerning

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

yet been officially released, or removed records from the files without official permission.

Section 5. It shall be the responsibility of every teacher to seek correctives for

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

may be done only if there is incontrovertible evidence for such conduct.

Section 6. A teacher may submit to the proper authorities any justifiable criticism

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

concerned.

Section 7. A teacher may apply for a vacant position for which he is qualified,

provided that he respects the system of selection on the basis of men and competence,

provided, further, that all qualified candidates are given the opportunity to be

considered.

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 ARTICLE VI

THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it this duty is make an honest effort to

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

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

Section 2. A teacher shall not make any false accusation or charges against

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

present such under oath to competent authority.

Section 3. A teacher shall transact all official business through channels expect

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

educated but are opposed by the immediate superior, in which case the teachers shall

appeal directly to the appropriate higher authority.

Section 4.A teacher, individually or as part of a group, has a right to seek redress

against injustice and discrimination and, to the extent possible, shall raise his grievances

within democratic processes. In doing so, he shall avoid jeopardizing the interest and

welfare of learners whose right to learn must be respected.

Section 5. A teacher has a right to include the principles that appointments,

promotions, and transfers of teachers are made only on the basis of make and need 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 the employment terms and

conditions.

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 ARTICLE VII

Section 1. School officials shall at all times show professional courtesy,

helpfulness and sympathy towards teachers and others personnel, such practices being

standards of effective school supervision dignified administration, responsible leadership

and enligthened direction.

n 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 to 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

and training programs.

Section 4. No school official shall dismiss or recommend for dismissal a teacher

or other subordinated except for cause.

Section 5. School authorities concerned 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, and, provided, further that they are duly registered and licensed

professional teachers.

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 ARTICLE VIII

THE TEACHER AND LEARNERS

Section 1. A teacher has the right and duly to determine the academic marks and

the promotion of learners in the subjects they handle. Such determination shall be in

accordance with generally accepted producers of evaluation and measurement. In case

of any complaint, teachers concerned shall immediately take appropriate action,

observing the process.

Section 2.A teachers shall recognize that the interest and welfare of learners are

his first and foremost concern, and shall handle each learner justly and impartially.

Section 3. Under no circumstance shall a teacher be prejudiced for discriminatory

against any leader.

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 than what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work on 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 direction 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 manifestations of poor scholarship.

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 ARTICE IX

THE TEACHER AND PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents,

and shall conduct himself to merit their confidence and respect.

Section 2. A teacher shall inform parents, through proper authorities, of the

progress of deficiencies of learners under him, exercising utmost candor and tact in

pointing out learners’ deficiencies and in seeking parent’s cooperation for the proper

guidance and improvement of learners.

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

understanding, and shall discourage unfair criticism.

ARTICLE X

THE TECHER AND BUSINESS

Section 1. A teacher has right to engage, directly or indirectly in legitimate

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

Section 2.A teacher shall maintain a good reputation with respect to financial

matters such as in the settlement of his just debts, loans and other financial affairs.

Section 3. No teacher shall act, directly or indirectly as agent of, or be financially

interested in any commercial venture which furnish textbook 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 that such shall be in accordance with existing regulations.

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 SS ARTICLE XI

THE TEACHER AS A PERSON

Section 1. A teacher shall live with dignity in all places at all times.

Section 2. A teacher shall place premium upon self-respect and self-discipline as

the principle of personal behavior in all relationship with others and in all situations.

Section 3.a teacher shall maintain at all times a dignified personality which could

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

Section 4. A teacher shall always recognize the Almighty work God or Being as

guide of his own destiny and of the destinies of men and nations.

ARTICLE XII

DISCIPLINARY ACTION

Section 1. Any violation of any provision of this Code shall be sufficient ground

for the imposition against the earning teacher of disciplinary action consisting of

revocation of this certificate of registration and License as Professional Teacher,

suspension from the practice of the teaching profession, 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.

No. 7836.

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 ARTICLEXIII

EFFECTIVITY

Section 1. This Code shall be approved by the professional Regulation

Commission and shall take effect sixty (60) days following its publication I the official

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

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 Appendix N

SEXUAL HARASSMENT LAW

An Act Declaring Sexual Harassment Unlawful in the Employment,

Education or Training Environment, and for Other Purposes

SECTION 1. Title- This Act shall be known as the “Anti-Sexual Harassment Act of

1995.”

SECTION 2. Declaration of Policy – The state shall value the dignity of every

individual, enhance the development of its human resources, guarantee full respect for

human rights, and uphold the dignity of workers, employees, applicants for

employment, students or those undergoing training, instruction or education. Towards

this end, all forms of sexual harassment in the employment, education or training

environment are hereby declared unlawful.

SECTION 3. Work, Education or Training-related Sexual Harassment Defined –

work, education or training-related sexual harassment is committed by an employer,

employee, manager, supervisor, agent of the employee, manager, supervisor, agent of

the employer, teacher, instructor, professor, coach, trainer, or any other person who,

having authority, influence or moral ascendancy over another in a work or training or

education environment, demands, request or otherwise requires any sexual favor from

other, regardless of whether the demand, request for requirement for submission is

accepted by the object of said Act.

(a) In a work-related or employment environment, sexual harassment is

committed when:

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 (1) The sexual favor is made as a condition in the hiring or in the

employment, re-employment or continued employment of said individual,

or in granting said individual favorable compensation, terms, condition,

promotions, or privileges, or the refusal to grant the sexual favor results

in limiting, segregating or classifying the employee which in any way

would discriminate, deprive of diminish employment opportunities or

otherwise adversely affect said employee:

(2) The above acts would impair the employee’s rights or privileges

under existing labor laws; or

(3) The above acts would results in an intimidating hostile or

offensive environment for the employee.

(b) In an education or training environment, sexual harassment is

committed:

(1) Against one who is under the care, custody or supervision of the

offender;

(2) Against one whose education, training, apprenticeship or tutorship

is entrusted to the offender;

(3) When the sexual favor is made a condition to the giving of a

passing grade, or the granting of honors and scholarships, or the

payment of a stipend, allowance or other benefits, privileges, or

consideration; or

(4) When the sexual advances result in an intimidating, hostile or

offensive environment for the result, trainee or apprentice.

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 Any person who directs or induces another to commit any act of sexual

harassment as herein defined, or who cooperates in the commission thereof by another

without which it would not have been committed, shall also be held liable under this act.

In the case of work-related environment the committee shall be concerned of at

least one (1) representative each from the management, the union, if any the

employees from the supervisory rank, and from the rank and the employees.

In case of the educational or training institution, the committee shall be

composed of at least one (1) representative from the administration, the trainors ,

teacher, instructors, professors or coaches and students or trainees, as the case may

be.

The employer or head of office, educational or training institution shall

disseminate or post a copy of this Act for the information of all concerned.

Section 5. Liability of the Employer, Head of Office, Educational or Training

Institution- The employer or head of office, educational or training institution shall be

solidarity liable for damages arising from the acts of sexual harassment committed in

the employment, education or training environment if the employer or head of office,

educational or training institution is informed of such acts by the offended party and no

immediate action is taken thereon.

Section 6.Independent Action for Damages, - Nothing in this Act shall preclude the

victim of work, education or training–related sexual harassment from instituting a

separate and independent action for damages and other affirmative relief.

Section 7. Penalties – Any person who violates the provisions of this Act shall,

upon conviction, be penalized by imprisonment of not less than one (1) month nor than

184
six (6) months, or a fine of not less than Ten thousand pesos (₱20,000) nor more than

Twenty thousand pesos (₱20,000.00) or both such fine and imprisonment at the

discretion of the court.

Any action arising from the violation of the provisions of this Act shall prescribe

in three (3) years.

Section 8. ReparabilityCause – All laws, decrees, order, rules and regulations,

other increases or part thereofremaining portions or provisos hereof shall not be

affected by such declaration.

Section 9. Repealing Cause – All laws, decrees, orders, rules and regulations

other harassment or parts thereof inconsistent with the provisions of this Act are hereby

repeated or modified accordingly.

Section 10.Effectively Cause – This act shall take effect fifteen (15) days after its

complete publication in at least two (2) national newspaper of general circulation.

Approved: February 14, 1995

(Sgd.) FIDEL V. RAMOS

President of the Philippines

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 Appendix N

Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)

No. 30_____________

Series 2004

SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE TEACHER

EDUCATION CURRICULUM

In accordance with the pertinent provision of Republic Act (RA) No. 7722, otherwise

known as the “Higher Education Act of 1994”, and for the purpose of rationalizing the

undergraduate teacher education in the country to keep pace with the demands of

global competitiveness, the following rules and guidelines are hereby adopted and

promulgated by the Commission.

ARTICLE I

INTRODUCTION

Section 1. Quality pre-service teacher education is a key factor in quality

Philippines education, In the Philippines, the pre-service preparation of teachers

for the primary and secondary educational sectors is a very important function and

responsibility that has been assigned to higher education institutions. All efforts to

improve the quality of education in the Philippines are dependent on the service of

186
teachers who are properly prepared to undertake the various important roles and

functions or teachers. As such, it is of utmost important that the highest standards are

set in defining the objectives, components, and processes of the pre-service teacher

education curriculum.

ARTICLE II

AUTHORITY TO OPERATE

Section 2. All private higher education institution (PHEIs) intending to offer the

Bachelor of Elementary Education (BEED) or the Bachelor of Secondary Education

(BSED) or any of the professional education courses specified in both curricula must first

secure proper authority from the Commission in accordance with existing rules and

regulations. The government – supported institutions (i.e. state universities and colleges

(SUCs), and local colleges and universities) are strongly encouraged to strictly adhere to

the provisions in this policies and standards.

ARTICLE III

PROGRAM SPECIFICATIONS

Section 3. Degree

The degree programs herein shall be called Bachelor of Elementary Education

(BEED) or the Bachelor of Secondary Education (BSEd).

Section 4. Program Description and General Objectives

The BEEd is structured to meet the needs of professional teacher for elementary

schools and special education programs in the Philippines, and the BSEd for the needs

of professional teachers for secondary schools in the Philippines.

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 The BEEd aims to develop elementary schools teachers who are either (a)

generalist who can teach across the different learning areas in grade school. (b) special

education teachers, or (c) pre-school teachers.

The BSEd aims to develop high school teachers who can teach in one of the

different learning areas in high school like Mathematics, physical sciences, Biological

sciences, English, Filipino, among others.

Section 5. Allied Program

Teacher education is an applied discipline which draws from many of the basic

disciplines in thesocial sciences (Psychology, Sociology, Antropology, economics, political

science, AppliedL inguistics, History, etc.), the science and technology fields (Biology,

chemistry, Physics, mathematics, engineering, information technology, ect.), and the

humanities and relate dfields (languages, literature, philosophy, journalism, etc.).

ARTICLE IV

COMPETENCY STANDARDS

Section 6. Graduates of the BEEd and BSEd programs are teachers who

 have the basic and higher level literacy, communication,

numeracy, critical thinking, learning skills needs for higher

learning;

 have a deep and principled understanding of the learning process

and the role of the teacher in facilitating these processes in their

students;

 have a deep and principled understanding of how education

processes relate to the larger historical, social, cultural, and

political processes;

188
 have a meaningful and comprehensive knowledge of the subject

matter they will teach;

 can apply a wide range of teaching process skills (including

curriculum development, lesson planning materials development,

educational assessment, and teaching approaches);

 have a direct experience in the field/classroom (e.g., classroom

observation, teaching assistance, practice teaching);

 can demonstrate and practice the professional and ethical

requirements of the teaching profession;

 can facilitate learning of diverse types of learners, in diverse types

of learning environments, using a wide range of teaching

knowledge and skills;

 can reflect on the relationship among the teaching processes

skills, the learning processing in the students, the nature of the

content/subject matter, and the broader social forces

encumbering the school and educational processes in order to

constantly improve their teaching knowledge, skills and practices.

 Can be creative and innovative approaches, and evaluate the

effectiveness of such approaches in improving student learning;

and

 Are willing and capable to continue learning in order to better

fulfill their mission as teacher.

189
 ARTICLE V

CURRICULUM

Section 7. Curriculum Description

The curriculum herein is designed to prepare professional teachers for practice in

primary and secondary schools in the Philippines, the design features include various

components that correspond to the basic and specialized knowledge and skills that will

be needed by a practicing professional teacher: foundational general education

knowledge and skills, theoretical knowledge about teaching and learning,

methodological skills, experiential knowledge and skills, and professional and ethical

values, and subject matter knowledge appropriate to the level of teaching (i.e., pre-

school, primary or secondary).

The curriculum recognizes the need to equip teachers with a wide range of

theoretical and methodological skills that will allow them more options and greater

flexibility in designing and implementing learning environments that will maximize their

student’s learning, once they are in the teaching service.

The curriculum is also designed so that the curricular components are integrated.

That is, the curriculum emphasizes the interweaving of foundation, theoretical,

methodological, and experiential knowledge in the various learning experience in the

curriculum.

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Section 8. Curriculum Outline

BEEd BSEd

General Education Courses 63 63

Professional Education Courses 54 51

Theory/Concepts courses 12 12

Methods/Strategies courses 27 24

Field Study courses 12 12

Special Topics courses 3 3

Specialization/Content courses 57 60

TOTAL UNITS 174 unit’s 174 units

Section 9.General Education Courses

General education and legislated courses shall follow existing requirements. The

CHED Memorandum No. 59 series 1996 (63 units) is the recommended track for the

teacher education programs. In addition, the course requirements for selected general

education courses are specified in this curriculum (refer to section 17).

Section 10. Professional Education Courses

These courses represent the component of the curriculum that aims to develop

the range of knowledge and skills needed in the practice of the teaching profession.

These courses are divided into three broad categories: (a) theory and concept courses,

(b) methods and strategies courses, and (c) field study courses. In addition, a cluster of

special topics courses are required as part of the professional education courses.

Although the professional education courses are defined under separate

categories, all the courses should be taught in an integrated manner. Thus, discussions

191
of theory and concepts should always be linked to the development of methods and

strategies and to experiential learning during field study, and vice versa.

All the courses should be taught using a wide range of learning-teaching

approaches and student assessment procedures, including whenever possible the use of

some educational technology. Finally, all the courses should have a research

requirement, which may take the form of a term paper, case study, action’ research, or

other forms of research/scholarship as may be appropriate.

Section 11. Theory and Concepts Courses

The following are the theory and concepts courses that provide the broad

frameworks within which students can understand, rationalize, and reflect on the various

methods, strategies, processes, issues, and other matters related to the teaching

profession.

Child and Adolescent Development 3 units

Facilitating Human Learning 3 units

Social Dimensions of Learning 3 units

The Teaching Professions 3 units

Section 12. Methods and Strategies Courses

The following are methods and strategies courses in the program that aim to

develop the students a wide range of skills to facilitate and evaluate learning in diverse

types of students in a variety of learning environments.

Principles of Teaching 1 3 units

Principles of Teaching 2 3 units

Assessment of Student Learning 1 3 units

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Assessment of Student Learning 2 3 units

Educational Technology 1 3 units

Educational Technology 2 3 units

Curriculum Development 3 units

Developmental Reading 1 3 units

Developmental Reading 2 (for BEEd only) 3 units

Section 13. Field Study Courses

The following series of courses are the field study courses that are intended to

provide students with practical learning experiences in which they can observe, verify,

reflect on, and actually experience different components of the teaching-learning

processes in actual school setting. The experiences will begin with field observation and

gradually intensify until students undertake practice teaching.

Field Study 1 1 unit

Field Study 2 1 unit

Field Study 3 1 unit

Field Study 4 1 unit

Field Study 5 1 unit

Field Study 6 1 unit

Practice Teaching 6 units

Section 14. Special Topics Courses

Students will have the opportunity to explore special topics and issues related to

their field of study by taking three one-unit elective seminars on a range of topics

193
chosen by the teacher education institutions, based on their perceived needs of the

students and the expertise of their faculty.

Some of the possible topics for these one-unit elective seminars are, but are nor

limited to the following: Teaching Multigrade Classes, Environmental Education,

Teaching Multicultural Classrooms, Integrative Teaching Strategies, Collaborative

Learning, Use of Popular Media in Teaching, Topics on Distance Learning, Problem-

Based Teaching, the Eight Week Curriculum, Addressing Learning Gaps, Teaching

Indigenous Peoples, among others.

Section 15. Content Course for Courses BEEd

For the BEEd program, all students have to complete 57 units of content courses

that correspond to the various learning areas in the elementary education curriculum.

These courses, which are in addition to the related GE requirements, are distributed as

follows:

Science 12 units

Mathematics 12 units

English 12 units

Filipino 6 units

Social Studies 6 units

Music, Arts, and Physical Education 3 units

Home Economics and Livelihood Education 3 units

Values Education 3 units

For the BEEd program, students may choose to take 57 units of content courses

in two areas of specialization: Special Education and Pre-School Education.

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Section 16. Specialization Courses for Courses BSEd

For the BSEd program, all students have to complete 60 units of content course

in one of the following areas of specialization:

Mathematics

Physical Sciences

Natural Sciences

English

Filipino

Social Studies

Values Education

Technology Education

Music, Arts, Physical and Health Education

Islamic Studies

Section 17. Sample Program of Study

The program of study herein is only an example. HEIs may use this sample and

modify it according to its needs. They may also add other preferred courses. The

example program of study is shown in Annex A.

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 ARTICLE VI

COURSE SPECIFICATIONS

Section 18. The teacher education curriculum provides minimum requirements

for the course specifications for selected general education courses, all professional

education courses, and specialization courses. The course specifications indicate the

minimum requirements. HEIs may follow their own course specifications in the

implementation of the program. However, the minimum requirements for these courses

should be complied with by all HEIs. The complete course specifications are shown in

Annex B.

Article VII.

Repealing Clause

Section 19. All pertinent rules and regulations or parts thereof that are

inconsistent with the provisions of this policy are hereby repealed or modified

accordingly.

Article VIII.

Effectively Clause

Section 20. These curricula for teacher education curriculum shall commence

first semester of school year 2005-2006 and shall be effected as follows:

SY 2005-2006 For Incoming Freshmen

SY 2006-2007 For Incoming Freshmen and sophomores

SY 2007-2008 For Incoming Freshmen, sophomores and juniors

SY 2008-2009 All Year levels

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 HEIs applying for permits to offer new teacher education programs must

comply with these policies and standards before they can be granted permit to offer the

programs.

Article IX.

Acknowledgement

Section 21. The Commission acknowledges the following for their contributions in the

development of these policies and standards:

The Technical Panel for Teacher Education composed of Dr. Allan B.I Bernardo,

as Chair, Dr. Ester B. Ogena, as Co-Chair, DR. Lolita M. Andrada, Dr.Nilo E. Colinares,

Dr.AmorQ. De Torres, Dr.Teresita G. Inciong, Dr. Isabel F. Inlayo, Dr. Paz I. Lucido, Dr.

Gloria G. Salandanan, Dr.Teresita T. Tumapon and specially the TPTE adviser and CHED

Commissioner Ma. Cristina D. Padolina, for the untiring efforts they have rendered in the

development of these policies and standards;

The hundreds of faculty members and administrators of different TEIs, especially

The Philippine Normal University, De La Salle University-Manila, Centro Escolar

University, and the University of the Philippines- Diliman, who have helped in developing

specific components of these policies and standards through the various workshops,

writeshops, and consultations.

The CHED – TPTE Secretariat, Dr.Teoticia C. Taguibao, Ms. Marietta L.

Manalang, Ms. Rosa F. Mercado, Ms. Rowena B. Espina, Ms.Leana DS. Patungan, Ms.

Aileen Rachel V. Mojica, and Mr.Avelino D. Sanchez IV for the technical and

administrative support.

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For strict compliance.

Pasig City, Philippines

September 13, 2004

FOR THE COMMISSION

(SGD) MA. CRISTINA D. PADOLINA

Officer-in-Charge

Office of the Chairman

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 Appendix O

JOINT CHED and DepEd ORDER

GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING:

FIELD STUDY AND PRACTICE TEACHING

To: CHED Commissioners

DepEd Undersecretaries

Regional Directors

Assistant Secretaries

President of Universities and Colleges Regional Directors

School Division Superintendents Elementary/Secondary Principals

The Experiential Learning Courses (ELC) is indispensable components of the New

Teacher Education Curriculum, per CMO No.30 s., 2004. This is pursuant to the National

Competency Based Teacher Standards (NCBTS), the core of the Teacher Education and

Development Program (TEDP) of the government.

The ELC are intended to provide students with actual learning experiences in

which they can observe, verify, reflect on, and practice the different components of the

teaching-learning process in a variety of authentic school setting. Such experiences,

which are built around mentoring, will begin with field observation and will gradually

intensify into participation until students undertake practice teaching.

As key interdependent stakeholders in the development of future teachers, the

Basic Education Schools (BES) provide the teacher Education Institutions (TEIs) the

199
authentic environment in implement the teacher education curriculum; the TEIs in turn

provide school with competent teachers steeped in both theory and practice.

The Commission on Higher Education (CHED) through the TEIs and the

Department of Education (DepED) through the regional and division offices and

cooperating teachers; and CHED regional directors, the TEI dean/head, collage

supervisors, and field study students/student teachers, are likewise provided in the

Enclosures.

The DepED and the CHED Regional Offices shall set the parameters for

memorandum of Agreement (MOA) between the SDS and individual TEI or a group of

TEI’. The MOA shall stipulate the Administrative and technical support including the

flexible incentive system, (Refer to prototype MOAs)

The ELC Handbook is provided to ensure that the pre-service teachers get

maximum benefits from their experiential learning courses. (Refer to Enclosures).

Any DepED or CHED order which is inconsistent with this Joint Order is hereby

rescinded Immediate and wide dissemination of this Joint Order is desired.

(SGD)CARLITO S. PUNO (SGD)JESLI A. LAPUS

Chairman Secretary

Commission on Higher Education Department of Education

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 GUIDELINES IN THE DEPLOYMENT ON PRE-SERVICE TEACHERS

I. DEFINITION OF TERMS

Authentic School Setting/Learning Environment - refers to the real school

environment in basic education.

Collage Supervisor- refers to the faculty member of the Teacher Education

Institution (TEI) in charge of Experiential learning courses ( Field Studies and/ or

Practice Teaching), who teaches the course and oversees the various activities.

It also refers to the University/ Collage Student Teaching Supervisor/ Director

and Coordinator.

Cooperating School/Internship School/Practicum Site/Partner Public

School- refers to the school where the field observer and student teacher

undergo observation and practice teaching.

Experiential Learning Courses- refers to the required subjects in the pre-

service education curricula that include Field Study Courses and Practice

Teaching.

Flexible Incentive System- refers to the mutually- agreed upon monetary e.g.

honoraria, and non-monetary incentives, e.g. scholarships, tuition discounts, free

training, seminar, access to library and other school facilities, distinctions and

honorific titles, etc.

Field Study Student (FSS)- refers to the student taking field study courses.

Portfolio- is both a product and process; purposeful collection of pertinent

student teaching materials such as lesson plans, documented evidences of

community outreach, reflections, and others.

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 Mentor/Cooperating Teacher- refers to the teacher who is assigned to guide

the FSS/ Student Teacher in in the development of professional competencies,

attitudes and behaviors.

Mentoring- refers to a nurturing process in which a highly-skilled or more

experienced person provides support and encouragement to a less experienced

person.

Pre-Service teacher- refers to the student enrolled in the BEEd, BSEd and

other related teacher education programs.

Resource Teacher- refers to the resource facilitator in the Field Study Courses.

Student Teacher- refers to the student who undergoes practice teaching.

II. ROLE OF DEPED AND CHED

Regional Offices

The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning course;

2. Set the parameters of the MOAs between the SDS and TEIs or group of TEIs;

determination and articulate the human resource requirements for basic

education and TEIs of the region;

3. Conduct regular monitoring and evaluations of the ELC, utilize and

disseminate results;

4. Undertake researches related to the improvement of ELC, and

5. Provide recognition and reward system to performing TEIs as regard to

experiential learning

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Schools Division Offices

The SDS, in collaboration with the TEI and school principal shall:

1. Forge a MOA with TEIs on the deployment of pre-service teacher on experiential

learning courses;

2. Review and subsequently approve, request for cooperating school;

3. Conduct orientation o field study and practice teaching with the TEIs and

cooperating staff, and

4. Monitor and evaluate the capacity of the cooperating schools;

Cooperating School

A. Field Study

1. The principal shall accept the FSS and see to it that they are assigned to

observe any teacher;

2. The principal shall coordinate with TEI supervisor concerning field study

assignments and problems;

3. The Principal shall insure the orientation of the FSS on the following

a. Policies, regulation and environment of the school;

b. Assignment of classes and responsibilities, and

4. The Principal will participate debriefing session with the resource teacher,

the FSS and the collage practicum supervisor.

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 B. Practice Teaching

The Duties and responsibilities are:

1. Assign a student teacher to a qualified cooperating teacher in

coordination with the school department head chairman and with the

University/Collage Student Teaching Supervisor/ Director;

2. Conduct regular conference with the cooperating teachers as regard

in the performance of the student teachers;

3. Coordinate with the collage supervisor of the student teachers;

4. See to it that student teachers are not allowed to substitute for

teachers who are on leave; and

5. Prepare required reports to the SDS.

Resource Teachers and Cooperating Teachers/Mentors

A. Field Study

The Resource Teacher shall:

1. See to it that the FSS’s role is limited to the requirements and activities of the

particular field study course;

2. Accommodate FSS’s in their actual classroom teaching and are not bound to

mentor/ couch; and

3. Certifies the attendance of the FSS’s.

B. Practice Teaching

1. Observe mentor-mentee relationship;

2. Assist the student teachers honing their skills through ;

2.1 regular class observation and post conference

2.2 lesson planning

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 use of varied strategies/approaches/ techniques

2.3 Classroom management

2.4 Assessment of learning outcomes

2.5 Questioning techniques

2.6 Preparation of instructional materials

2.7 Preparations of examination/ various assessment rules

2.8 Accomplishment of different forms and related work.

3. Observe, coach/mentor and evaluate the performance of the student

teacher;

4. Keep a record of observations and post conferences made with the student

teacher;

5. Model effective teaching and management techniques;

6. Provide the student teacher the opportunity to teach independently and

collaboratively;

7. Allow the student teacher to participate in cu-curricular and school

community activities;

8. Complete a set of summative evaluation report for each student and

9. Recommend a PASS or FAIL standing for the student teacher for the

practicum.

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III. ROLE OF THE TEI

The TEI Dean shall:

1. Initiate conference with the Regional Director, Schools and Division

Superintendents (SDS) Private School Principals in selecting cooperating

schools;

2. Prepare a MOA between the TEI and the Division Office (DO) to be

signed by the collage University President and the SDS;

3. Coordinate with the SDS in the cooperation of selecting schools;

4. Prepare a formal communication to the school principal relative to the

deployment of FSS and Student Teachers;

5. Ensure that the Collage Supervisor deploy pre-service teachers to the

schools as arranged with the School Division Superintendent (SDS);

6. Provide flexible incentive system to personnel (cooperating teachers,

school principal, department head and supervisors) involved in the

student teaching as a stipulated in the memorandum of Agreement and

7. Provide a functional space for Experiential learning Courses.

The TEI Collage Supervisor shall:

1. Orient the pre-service teachers on the rationale and procedures of the

experiential learning courses;

2. Conduct orientations meetings in order that expectations of both parties

are made clear to all concerned;

3. Determine the readiness and ability of the pre-service teacher to undergo

practice teaching, and,

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 4. Coordinate with the cooperating school head regarding the activities and

practice teaching needs of the student teachers;

5. Orient the student teachers for their off-campus work;

6. Conduct regular observation and evaluation of the practice teaching

performance of the student teachers;

7. Coordinate regularly with the cooperating school principal/head teacher,

and cooperating teacher regarding performances of the student teachers;

8. Submit written reports to the College Dean, copy furnished the school

principal and the SDS, at least twice a month regarding the:

a. Progress/ performance of student teachers

b. Problems/difficulties met by the student teachers

c. Solutions/actions taken to solve the problem

9. Conduct debriefing sessions, interview/case students of student teachers.

IV. SELECTIVE OF COOPERATING SCHOOLS

A. Field Study

All basic education schools may be chosen as cooperating schools.

B. Practice Teaching

A school may be selected if:

a. It is an above average performing school in academics as evidenced

by its:

 Performance in division, regional, and national examinations/

competitions

 Performance of graduates in admission tests in prestigious

schools

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  Good image in the community

b. It has master teachers/effective teachers who can provide the best

mentoring to the student teachers; is accessible to the student

teachers; and

c. It is manage by a full-time and competent administrator.

V. SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS/

MENTORS

A. Field Study

Any teacher in a Field Study Cooperating School can be a Resource Teacher.

B. Practice Teaching

He/she:

1. Has at least 3 years teaching experience;

2. Perform satisfactory in accordance with the NCBTS;

3. Is a major of the learning area the student teachers will practice in

(for secondary level);

4. Is willing to take responsibility for training/mentoring the student-

teacher;

5. Has been (or is) a demonstration teacher at the least, on the school

level; and

6. Is a regular teacher, not a substitute or a para teacher

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VI. DUTIES AND RESPONSIBILITY OF PRE-SERVICE TEACHERS

A. Field Study

The FSS shall:

1. Take the field study courses congruent to their professional education

subject;

2. Observe proper decorum and behavior when making field visits and

observations in the schools where they are fielded; and

3. Accomplish the requirements of the course as scheduled.

B. Practice Teaching

The Student Teacher shall:

1. Participate actively in school-related activities, however, priority

should be given to academic related activities;

2. Notify the cooperating teacher in case of absences;

3. Consider/be open to constructive criticism;

4. Respect the dignity and rights of children;

5. Come prepared at all times;

6. Secure clearance from the cooperating school;

7. Accomplishment the internship portfolio;

8. Project a good image as teacher at all times by observing:

a. Code of Ethics

b. Proper Dress Code

c. Punctuality in all activities of the internship.

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 Appendix P

MEMORANDUM OF AGREEMENT

Know All Men By These Presents:

This Memorandum of Agreement is made and entered into by and between:-

________________________________________ represented by its President, and

Dean of the College of Education ________________ with principal addresses at

_______________________________________________ and hereinafter referred as to

the FIRST PARTY.

The Department of Education, represented by the Schools Division

Superintendent of______________________________, and the cooperating school

Principal, with the address at _________________________________ and hereinafter

referred to as the SECONDARY PARTY.

WITNESSETH

WHEREAS, the First Party and the Second Party are concerned about the pre-service

education of teachers as a key to achieving sustainable quality basic education;

WHEREAS, the first Party and the Second Party are committed to improve the quality of

basic education in the Division of_______________________________________;

WHEREAS, both parties believe that a major key to reaching that goal is a quality pre

service training program that will provide student teachers opportunities to:

1. Develop the competencies set in the National Competency-Based Teacher

Standard (NCBTS);

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 2. Apply their learnings in actual classrooms situations;

3. Gain comprehensive and realistic perspective of the teaching learning

situations and day-to-day school activities; and

4. Reflect on their qualities and comment vis-à-vis the demands of the teaching

profession.

WHEREAS, both parties believe that aside from the usual practice teaching, intensive

field study is necessary to adequate prepare the student teachers for their functions and

responsibilities;

NOW THEREFORE, premises considered, the parties agree to the following:

1. THE FIRST PARTY will

1.1 coordinate with the School Division Superintendent and the School Head
on the deployment of the Field Study Students (FSS)/ Student Teachers
(ST);
1.2 conduct regular supervisory visit during the stay of the FSS/ST in
designated school;
1.3 gather feedback from the cooperating schools on FSS/ST activities/
performance for the improvement of the program;
1.4 conduct exit conference with the cooperating school head;
1.5 And provide flexible incentive package/reward system for cooperating
school.
2. The SECOND PARTY will
2.1 conduct orientation/briefing on the school learning environment and the
community system;
2.2 allow FSS/ST to observe classes and school activities as required;
2.3 provide FSS/ST the best resource teacher/ mentors;
2.4 allow the first Party to supervise the activities of their FSS/ST in
coordination with the department heads/ grade level chairs / school
heads;

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 2.5 allow the FSS/ST also access to school information for research and
instructional purposes;
2.6 monitor and evaluate the performance of cooperating schools; and
2.7 submit consolidated reports on student teachers.
This AGRREMENT shall take effect immediately upon signing by all parties concerned

and shall remain in force unless sooner terminated by mutual consent.

IN WITNESS WHEREOF,parties of the agreement hereunto affix their signature this

_____ of _______, 20__ at _____________________, Philippines

Teacher Education Institution Basic Education Schools

__________________________ ___________________________

President Schools Divisions Superintendent

__________________________ ___________________________

Dean, College of Education School Principal

Singed in the Presence of:

__________________________ ___________________________

Witness Witness

REPUBLIC OF THE PHILIPPINES

___________________________
___________________________

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ACKNOWLEDGMENT

This ____ day of _____ 20 ___ at the ________________ personally appeared before me

Name CTC No. Issued at Issued on

All known to me to be the same persons who executed the foregoing instrument, and they

acknowledged to me that the same is their free and voluntary deed.

WITNESS MY HAND AND SEAL

Source: Experiential Learning Courses Handbook: A Project of the Teacher Education

Council (TEC) Department of Education (DepED) commission on HigherEducation

(CHED), 2007.

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 APPENDIX Q

Republic of the Philippines

Department of Education

DepED Complex, Meralco Avenue, Pasig City

DepED OrderNo. 20,

s. 2009

FURTHER REVISION TO THE HIRING GUIDELINESS FOR TEACHER I

POSITIONS UNDER DEPED NO. 4, S.2007

The Department of Education (DepED) actively implements policy reforms called

Basic Education Sector Reform Agenda (BESRA) which are expected to create critical

changes necessary to further accelerate, broaden, deepen and sustain the improved

current educational efforts. The vision for improved school performance propels a

unified system that provide for the need for highly qualified teachers.

In order to institutionalize the objectives of BESRA, particularly the reforms in

Teacher Education and Development Program (TEDP) and School Based Management

(SBM), the revisions to the hiring guidelines for Teacher I positions in the public

elementary and secondary school under DepED Order No. 4, s. 2007 (Revisions to the

Hiring Guidelines for Teacher I Positions) shall be implemented by Schools Divisions

Consistent with the pertinent provision of existing laws, rules and regulations effective

School Year 2009-2010.

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1.0SCOPE

These guidelines which shall apply the filling up newly created or natural vacancies for

Teacher I positions in public elementary and secondary shall cover the following

areas/aspects.

(a.) Recruitment – Announcement of Vacancies and Receipt of Applications

(b.)Verification and Validation of Documents Submitted

(c.) Evaluation and Selection of Applicants

(d.)Appointment of Qualified Applicants

(e.)Monitoring of Division Office Compliance by Regional Office

2.0DEFINITION OF TERMS

2.1 Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional Regulation

Commission (PRC) seeking to be appointed to a Teacher I Position.

2.2 Qualified Applicant refers to a person who underwent and passed the

evaluation and selection process and meet the requirements for appointment

to a Teacher I Position.

2.3 Registry of Qualified Applicant (RQA) refers to the official list of those

who obtained and over-all score of fifty (50) points or above during the

evaluation and selection process.

2.4 Bona fide resident refers to a qualified applicant who declared

himself/herself a resident of a particular barangay, municipality, city or

province for at least six (6) months in the Personal Data Sheets (CSC Form

212, revised 2005) accompanying his/her application.

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 2.5 Catchment areas refer to adjacent barangay where there is no school but

are being served by elementary schools located in a particular barangay.

3.0BASIC RULES FOR HIRING TEACHER I POSITIONS

3.1 The recruitment, evaluation and selection of applicants for teacher I positions

shall start from January to April of each year.

3.2 An applicant shall file his/her application to the school head of either an

elementary or secondary school.

3.3 Appointment of teacher shall be made prior to the opening of the current

school year beginning June and until the next Registry of Qualified Applicants

(RQA) has been prepared.

3.4 The guidelines on deployment shall be strictly observed ( DepED order 21, s.

2005)

3.5 Public school teacher requesting for transfer to another assignment are not

consider new applicants and should therefore not be subjected to these

hiring guidelines.

3.6 As provided in sec. 26 (b) paragraph 2 of RA 9293, teachers who have not

practiced their profession for the past five (5) years shall be required to take

at least twelve (12) units of education courses, consisting of at least six (6)

units of pedagogy and six (6) units of context courses.

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4.0RECRUITMENT PROCEDURE

4.1 An applicant shall submit to the nearest elementary of secondary school head

a written application supported by the following documents:

 CSC Form 212 (revised 2005) in two copies with the latest 2x2 ID

picture.

 Certified photocopy of PRC Certificate of Registration/License.

 Certified photocopy of ratings obtained in the licensure Examination

for Teachers/ Professional Board Examination for Teachers.

 Certified copies for transcript of records for baccalaureate course

 Copies of service record, performance rating and school clearance for

those with teaching experience.

 Certificates of Specialized training , if any

4.2 The School Selection Committee shall be verify all documents as to

completeness and authenticity.

4.3 The applicant assumes full responsibility and accountability on validity and

authenticity of the documents submitted. Any violation will merit

corresponding sanctions after due process.

4.4 The School Selection Committees shall submit to the concerned Division Sub-

committees the list of applicants together with the required documents.

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5.0EVALUATION AND SELECTION

5.1 The Schools Division Superintendent (SDS) shall organize the following

Committees:

A. School Selection Committee

B. Division Sub-Committee

C. Division Selection Committee

5.2 The Committees shall have the following compositions and functions:

A. School Selection Committee

1. Composition

1.1 The Committee at the elementary level shall be chaired by the

School Head with four (4) Master Teachers/ best performing

teachers as members.

1.2 The committee at the secondary level shall be chaired by the

School Head concerned and three (3) teachers from the different

learning areas as members.

2. Functions

2.1 Receives applications.

2.2 Verifies document as to completeness, veracity, accuracy and

authenticity.

2.3 Submits the list of applicants with the corresponding documents

to the Division Sub-committees for elementary and secondary

levels

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 2.4 Recommends to the SDS the appointments of qualified applicants

listed in the RQA for the current school year who are bona fide

residents of the locality where the vacancies exist and those from

the “catchment areas” who are to be assigned in public

elementary and secondary schools, consistent with the provision

of RA No. 8190 (Location Law).

B. Division Sub-Committee

1. Composition

1.1 The Division Sub-Committee for elementary level shall be chaired

by the Schools District Supervisor/Coordinating Principal of the

district with four (4) School Heads as members.

1.2 The Division Sub-Committee for secondary level shall be chaired

by School Head with four (4) other Schools Heads as members.

2. Functions

2.1 Receives the list of applicants with corresponding documents.

2.2 Reviews the documents submitted by the School Selection

Committee as to completeness, accuracy, authenticity, and

veracity.

2.3 Evaluates applicants on Education, Teaching Experience,

LET/PBET Rating, Experiential Learning Course and Specialized

Training Skills.

2.4 Conduct interviews.

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 2.5 Observes and rates demonstration teaching of applicants.

2.6 Administers the English proficiency test.

2.7 Consolidates individual ratings and submits the initial rank list of

qualified applicants to the Division Selection Committee.

C. Division Selection Committee

1. Composition

For Elementary Schools

Chair: assistant Schools Division Superintendent

Members:

Two (2) Education Supervisor I

President of the PESPA (Division Chapter)

President of the Teacher’s Association (Division Level)

For Secondary Level

Chair: Assistant Schools Division Superintendent

Members:

Two (2) Education Supervisor I

President of the PAPSSA (Division Chapter)

President of the Teachers’ Association (Division Level)

1.1 In a schools division where there is no ASDS, the Superintendent shall

designate an Education Supervisor I as the Chair of the Division

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 Selection Committee, in addition to the two (2) Education Supervisor I

members.

1.2 The personnel in-charge of personnel actions shall provide secretariat

services and maintain records of proceedings of deliberations.

2. Functions

2.1 Prepares the written English Proficiency Test.

2.2 Reviews and consolidates the results of the individual ratings of

applicants, one for elementary and another for secondary level, by

subject area, showing he scores they obtained in the criteria for

evaluation.

2.3 Prepares a division-wide rank list, one for elementary level and

another for secondary level, based on item 2.2.

2.4 Prepares the RQA of Qualified applicants who obtained total scores of

fifty (50) points or above by social district, for elementary level, and

by school for secondary level, by subject area.

2.5 Submits the complete results of the evaluation of applicants (items

2.2, 2.3, and 2.4), including pertinent records of deliberations, to the

SDS for approval.

5.3 Applicants shall complete be evaluated using the following criteria:

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 CRITERIA POINTS

A. EDUCATION 25
B. TEACHING EXPERIENCE 10
C. LET/PBET RATING 10
D. EXPERIENCIAL LEARNING COURE 5
E. SPECIALIZED TRAINING AND SKILLS 5
F. INTERVIEW 10
G. DEMONTRATION TEACHING 20
H. COMMUNICATION SKILLS 15

TOTAL 100

5.3a EDUCATION – 25 POINTS

Scoring Education is in terms of applicant’s academic
achievement which means that all subjects with all corresponding units
must be included in the computations.

General General
Equivalent Equivalent
Weighted Average Weighted Average
Points Points
Average Average

1.0 25 25 2.0 12.5 17.50

1.1 23.75 24.25 2.1 11.25 16.75

1.2 22.5 23.5 2.2 10 16.00

1.3 21.25 22.75 2.3 8.75 15.25

1.4 20 22 2.4 7.5 14.5

1.5 18.75 21.25 2.5 6.25 13.75

1.6 17.5 20.5 2.6 5 12.25

1.7 16.25 19.75 2.7 3.75 11.5

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 1.8 15 19 2.8 2.5 10.75

1.9 13.75 18.25 2.9-3.0 1.25 10

When the percentage rating is used, the following table of equivalence shall be
used:

Percentage GWA Percentage GWA

Rating Rating

99.0-100 1.0 86.5-87.5 2.0

97.75-98.75 1.1 85.25-86.25 2.1

96.5-97.5 1.2 84.0-85.0 2.2

95.25-96.25 1.3 82.75-83.75 2.3

94.0-95.5 1.4 81.5-82.5 2.4

92.75-93.75 1.5 80.25-81.25 2.5

91.5-92.5 1.6 79.0-80.0 2.6

90.25-91.25 1.7 77.75-78.74 2.7

89.0-90.0 1.8 76.5-77.5 2.8

87.75-88.75 1.9 75.0-76.25 2.9-3.0

Applicants with non-education degrees shall be rated using their GWAs in

their baccalaureate degrees and the 18 professional units in education.
For schools with “unique” grading system, a corresponding transmutation
table must be constructed.

5.3b TEACHING EXPERIENCE- 10 points

Teaching experience in pre-school, SPED, Elementary and Secondary in

private and schools shall be given one (1) point for every school year but not to
exceed 10 points.

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 For every month of service, 0.1 points shall be given.
Example: 8 months = 0.8 point
11 months= 1.1 points

5.3c LET/PBET RATING – 10 POINTS

Scoring applicant’s performance in the LET/PBET shall be as follows:

LET Points PBET Points

Rating Rating

87+ 10 82 + 10

85-86 9 80-81 9

83-84 8 78-79 8

81-82 7 76-77 7

79-80 6 74-75 6

77-78 5 72-73 5

76-76 4 70-71 4

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5.3d EXPERIENTIAL LEARNING COURSES – 5 POINTS

RUBRICS FOR EXPERIENTIAL LEARNING COURSE

1. Field Study

Point Adjective Indicators

Scale %
System Equivalent
Present clear description of
experience that are considered
95- worthwhile and helpful, explains
5 1.00 Excellent
100 judgments on personal strengths and
weaknesses; included successful
output and accomplishments.
Presents some examples of
90- 1.25- experiences, some explanations of
4 Proficient
94 1.50 strength and weaknesses and
includes some achievements.
Contains some examples of learning
experiences with few explanation of
85- 1.75-
3 Satisfactory personal strength and weaknesses
89 2.00
and statement of what has been
achieved.
There is little evidence of reflections
and insights learned very few details
80- 2.25- of experiences. Judgement of
2 Developing
84 2.50 personal performance is very limited,
with little or no attention paid to
strength and weaknesses of work.
There is an absence of evidence of
Needs reflection; no details of experience
2.75-
1 75-7 Improvemen and judgement of performance,
3.00
t without statement of strengths and
weaknesses and achievements.

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2. Practice Teaching

Point Adjective Indicators

Scale %
System Equivalence
 Presents a variety of work done
individually or in group
 Uses many resources
 Shows good organization and a
95-
5 1.00 Outstanding clear focus
100
 Displays evidences of self-
assessment such as revisions, a
letter on why one chose a certain
entry etc.
 Presents a variety of work done
individually or in group
 Uses many resources
 Contains minor organizational
flaws.
1.25- Very
4 90-94  Exhibits some errors in grammar,
1.50 Satisfactory
usage or mechanics.
 Reflects enthusiasm, creativity,
self assessment, extensive
investigation and analysis of
information.
 Presents fewer work and some
resources
 Includes confusing organization
1.75- and a focus which is nuclear.
3 85-89 Satisfactory
2.00  Reflects enthusiasm, creativity,
self assessment, extensive
investigation and analysis of
information.
 Contains problems in mechanics
that interfere with
2.25- communication.
2 80-84 Fair
2.50  Reflects poor organization.
 Lack focus, enthusiasm, creativity
and analysis of information.
 Consists mainly of ditto sheets or
2.75- Needs pages copied from the textbook
1 75-79
3.00 Improvement  Contains no evidence of student
thinking.

5.3e SPECIALIZED TRAINING AND SKILLS- 5 points

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 Any of the specialized training for skills developments such as
journalism, sports, music, theatre arts, Information and Communication
Technology (ICT) and other similar or allied skills shall be given a maximum of 5
points.
In the assignment of points, the following should be met:
 At least one(1) week training;
 Duly supported with documents;
 The skill shall be validated thru demonstration

Points may also be given to skills acquired from experience

to validated thru demonstration

5.3f INTERVIEW- 10 points

The division Sub-Committee shall interview the applicants based on

the following attributes:

Personality (5 pts) each indicator to be given one(1) point

Appearance
Voice and Speech
Poise
Alertness
Self- confidence

Potential (5pts) each indicator to be given one( 1) point

Ability to present ideas
Judgment
Emotional Stability
Decisiveness
Stress tolerance

5.3g DEMONSTRATION TEACHING – 20 points

The applicants shall be give points on aspects such as; lesson plan,
presentation of the lesson, classroom management and evaluation of
pupil/student performance strictly following the applicants NCBTC strands
and indicators.

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.3h COMMUNICATION SKILLS- 15 points

An English Proficiency Test with a maximum score of 100% shall be

administered to applicants. The competencies and contents of the test are
indicated below. However, as to the procedure and the test items to be
administered to the applicants, these are left to the expertise of the
Division Selection Committee.
1. Listening
2. Speaking
3. Reading
4. Writing

The percentage score obtained by an applicant shall be multiplied by the

weight of 15 points, as follows:
Percentage Score= 98% or .98
Weighed Points = 15
Rating = .98x15=14.7 points

6.0 Constituting and Utilizing the Registry of Qualified Applicants (RQA)

6.1 The cut-off score for inclusion in the RQA is fifty(50) points.
6.2 The RQA is the lists of qualified applicants for appointments which shall
include their names permanent addresses and final evaluation ratings. It
shall be used in filling-up new items and natural vacancies for Teacher 1
Positions.

6.3 In the event that an applicant is not appointed to any teaching position
during the school year, he/she shall be automatically included in the next
years updating of RQA. He/she may opt to submit new documents to be
included in evaluation with new applicants; otherwise he/she shall retain
his/ her previous points.

6.4 Only one qualified applicant for a specific area shall fill the vacancy in that
subject area needed at the secondary school level before the residence of
the qualified applicant is considered.

6.5 The School Selection Committee may recommended qualified applicants

from other subject areas applicants included in the RQA to be sent to the
Division Office should be signed by all the Committee members

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7.0 APPOINTMENT OF QUALIFIED APPLICANTS

7.1 Functions of the Schools Division Superintendent (SDS)

7.1a Posts the complete results (C.2.5) at least three (3)
conspicuous places in the Division Office: consolidated
results of the individual ratings, division- wide rank list and
RQA of teachers who obtained total scores of fifty(50).
7.1b Appoints only from among the qualified applicants
recommended by the School Selection Committee in the
schools / school districts where vacancies exist.
7.1c Ensures that the matching of qualified applicants in the
RQAs with the available vacant positions in schools shall be
done consistent with the provisions of RA No.
8190(Localization Law) and the other pertinent laws, rules,
and regulation, in the following order:
a. Qualified applicants in the RQA who are bona fide residents
of barangays where schools with vacancies are located are
to be recommended for appointment. Bona fide residents of
adjacent barangays where no schools are located and have
been identified as “catchment areas” shall also be
considered.
b. When there are more qualified bona fide residents of the
barangays and “catchment areas” than the available vacant
positions to be filled up, the School Selection Committee
shall determine those to be recommended for appointment.
c. When bona fide residents of the barangays and “catchment
areas” have been appointed and there are still available
vacant positions to be filled up, qualified applicants from the
municipality or city shall be appointed.
d. If there are two or more qualified applicants who are bona
fide residents of the municipality or city where the school
with a vacancy exists, the School Selection Committee will
choose from among the qualified applicants.
e. When bona fide residents of the municipality or city have
been appointed and there are still available vacant positions
to be filled up, qualified applicants from the province shall be
appointed.
f. If there are two or more qualified applicants who are bona
fide residents of the province where a school vacancy exists,
the School Selection Committee shall select from among the
qualified applicants.
7.1d provide every elementary and secondary school with copies
of the RQAs for posting their areas of jurisdiction. Regional
Directors shall also be provided with copies of the RQAs.

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 7.1E furnishes the Local Government Units with copies of the
RQAs. Discussions shall do to encourage their use of the
RQAs in hiring licensed teachers to locally-funded items.

8.0 MONITORING OF DIVISION COMPLIANCE AND SANCTIONS

8.1 Regional Directions shall regularly monitor and ensure the full
implementation of the provisions of these hiring guidelines as
follows:
a. Extent of dissemination and discussions of these
guidelines with teachers, school heads, district
supervisors, superintendent and other schools division’s
official.
b. Preparation of schools to receive, acknowledgement and
endorse application;
c. Organization of Division Sub- committee and Selection
Committees;
d. Briefing and orientation of members of these committee
regarding their roles and functions;
e. Preparation of scoring sheets, interview guides and tests
of applicants; and
f. Extent of briefing and information sharing with local
governments and other local stakeholders in teaching
hiring.
8.2 Anyone found guilty of violating any of the provisions of these
revised guidelines or any
Part thereof shall be administratively dealt with accordingly.

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9.0 GRIEVANCE AND PROTEST PROCEDURES

Aggrieved qualified in the RQAs of the Schools Division Offices may file a
protest.

The protest, which shall, upon receipt of complaint, furnish Schools

Division Superintendent (SDS) of the complaint within seventy-two (72) hours.
The SDS shall answer within fifteen 915) days the allegation thereof, furnishing
the complain a copy. The complaint shall in turn answer within fifteen( 15 )days.
One basis of the replies of the complaint and respondent, the Regional
Director shall have fifteen(15)days to make decision which shall be final in so far
as DepED as concerned. Any appeal to the DepED decision shall be filed with the
Civil Service Commission.

10.0 REPEALING CLAUSE

Rules, regulation and issuance which are inconsistent with these

guidelines are hereby repealed, rescinded or modified accordingly.

11.0 EFFECTIVITY

The revise guidelines and criteria provided in this order shall take effect
immediately.

JESLIE A. LAPUS
Secretary

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 HIRING GUIDELINES FOR TEACHER POSITIONS
EFFECTIVE SY 2014-2015

The Department of Education ( DepED) recognize that the success of any

education system greatly relies on the competence of its teacher. Hence, one of
the primary issues the Department aims to address through its comprehensive
implementation of the K to 12 Program is the need to highly competent teachers
in public elementary and secondary schools. The Program plans to achieve this
objective through significantly improving professional standards that will better
ensure that the teachers hired are able to substantially contribute to the
development of lifelong learners. Furthermore, the hiring system is also set to
provide opportunities for the regulation and absorption of all qualified
kindergarten volunteers and LGU-hired teachers into the national plantilla.

Faithful to the merit and fitness principle of the Civil Service Doctrine of
the Constitution and DepED’s continuing thrust to enhance the quality of basic
education, these hiring guidelines are hereby promulgated for Teachers I
positions consistent with the pertinent provisions of existing laws, rules and
regulations effective School Year 2014-2015.

1.0 SCOPE

These guidelines which will apply to the filling up of newly created

and/ or natural vacancies for Teacher I position in public
elementary (including kindergarten) and secondary schools shall
cover the following areas/ aspects:

1.1 Recruitment – Announcement of Vacancies and Receipt of

Application
1.2 Verification and Validation of Documents Submitted
1.3 Evaluation and Selection of Qualified Applicants
1.4 Appointment of Qualified Applicants
1.5 Monitoring of Division Office Compliance with Hiring Guidelines by
the Regional Office.

2.0 DEFINITION OF TERMS

2.1 Applicants refers to a person who holds a valid certificate of

registration/professional
Licence as a teacher from the Professional Regulation Commission
(PRC) seeking to be appointed to a Teacher I position.

2.2 Bona fide resident refers to an applicant who has been residing for
at least six (6)

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 Months at the barangay, municipality, city or province in which the
school being applied to for a teaching position is located, as
evidenced by the Personal Data Sheet (CSC Form 212, Revised
2005) and a Voter’s Identification Card or any proof of residency.

2.3 Catchment area of a school refers to a barangay, municipality, city

or province which has no school and which is being served by
kindergarten, elementary, secondary school/s in an adjacent barangay,
municipality, city or province.

2.4 Locally refers to a barangay, municipality, city or province

2.5 Qualified applicant refers to an applicant who has been screened

and who, therefore,
meets the evaluation and selection criteria used by the Schools
Division as provided for t
enclosed guidelines.

2.6 Registry of Qualified Applicants (RQA) refers to the official list of

applicants who
Obtained an overall score of fifty-five(55) points and above based
on the criteria set and
a result of the evaluation and selection processes.

3.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER

POSITIONS

3.1 DepED Order No.22, s. 2013 otherwise known as the “Revised

Guidelines on the Transfer of Teachers from One Station to
Another” shall be strictly observed.

3.2 Public school teacher requesting for transfer to another assignment

are not considered new applicants and should therefore not be
subject to these hiring guidelines

3.3 DOST scholars for teaching positions in public schools shall comply
with and are subject to these hiring and appointment Guidelines.

3.4 As provided in Section 26 (b) Paragraph 2 RA 9293 entitled “ An

Act amending Certain Sections of Republic Act Numbered Seight
Hundred and Thirty-six ( RA 7836), Otherwise known as the
Philippine Teachers Professionalization Act of 1994,” teachers who
have not practiced their profession for the past five(5 ) years shall
be required to take at least twelve (12) units in education courses,

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 consisting of at least six(6) units in education courses, consisting of
at least six(6) units of content courses.

3.5 These guidelines shall not apply to teacher applicants for the Senior
High Schools of the K to 12 Basic Education Program.

4.0 RECRUITMENT PROCEDURE

4.1 An applicant shall submit to the head of elementary or secondary

school where a teacher shortage or vacancy (regular and or natural
) exists a written application supported by the following documents.
a. CSC Form 212( Revised 2005) in two copies with the
latest 2x2 ID picture
b. Certified photocopy of PRC professional identification
card.
c. Certified photocopy of ratings obtained in the
Licensure Examination for Teacher/ Professional
Board Examination for Teachers
d. Certified copy of transcript of records
e. Copies of service record, performance rating and
school clearance for those with teaching experience
f. Certificate of specialized training, if any
g. Certified copy of Voter’s ID and any proof of
residency as deemed acceptable by the School
Screening Committee
h. NBI Clearance
i. Omnibus certification of authenticity and veracity of
all documents submitted, signed by the applicant
If any one of the required documents is not submitted, the
School Screening Committee shall refuse acceptance of the
application.
Substitutes for the above- named identification documents, such as
a barangay clearance, shall not be accepted.

4.2 The school Screening Committee shall verify all documents as to

completeness and authenticity. The committee shall issue a
certification to the applicant that is has received the application
specifying the documents that have been submitted in support of
the application.

4.2 The applicant assumes full responsibility and accountability on the

validity and authenticity of the documents submitted, as evidenced
by the Omnibus certification of the authenticity(item 4.1. I above).

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 Any violation will automatically disqualify the applicant from the
selection process.

5.0 EVALUATION AND SELECTION

5.1 The Schools Division Superintendent (SDS) shall issue an Order

Organizing and designating the members of the following
committee.

5.1.1 School Screening Committee

5.1.2 Division Selection Committee

5.2 Division Selection Committee

5.2.1 School Screening Committee

5.2.1.1 Composition
a. The Committee at the elementary level shall be
chaired by the School Head, with four(4) teachers
as members

In the case of primary, incomplete elementary and

multi-grade
(MG) schools, committee shall be chaired by the
cluster school head with four (4) teachers from
the cluster schools s members.

b. The committee at the secondary level shall be

chaired by the School Head. The department Head
concerned and three (3) teachers from the
different learning areas (as needed based on the
school’s vacancies) shall be members.

For small secondary schools that do not have

department heads, the School Head shall be the
Committee Chair with four(4) subject leaders from
different learning areas as members

c. Committee members shall be identified by the

School Head using the abovementioned
specifications. The School Head shall then transmit
the Composition of the School Screening
Committee to the School Division Superintendent

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 for the issuance of a corresponding Designation
Order.

5.2.1.2 Functions

a. Ensures that the update lists of vacancies are

regularly posted at conspicuous places and/ or at
the websites of schools and teacher education
training institutions at all times. The step-by-step
procedure in applying for Teacher I positions,
including an exact copy of this Order, must be
posted as well.
b. Receives applications and documents.
c. Verifies and certifies as to completeness, veracity,
accuracy, and authenticity documents.
d. Makes copies of the applications and documents
before submitting the original submissions to the
Division Selection Committee. These copies are
the to be compiled, with a table of contents and
proper pagination, for records purposes.
e. Submits the list of application with the
corresponding documents to the Division Selection
Committees for elementary or secondary schools.

5.2.2 Division Selection Committee

5.2.2.1 Composition
For Elementary Schools

Chair: Assistant Schools Division Superintendent (ASDS)

Members:
Three (3) Education Program Supervisors
Division Chapter President of the Philippines
Elementary
Schools Principals Association (PESPA)
Representative of a Civil Society Organization
(CSO)
With technical expertise

For Secondary Schools

Chair: Assistant Schools Division Superintendent

Members:
Three (3) Education Program Supervisors

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 Division Chapter President of the National
Association of Public Secondary School, Inc.
(NAPSSHI)
Representative of CSO with technical expertise.

a. In school divisions where there is no ASDS, the

Superintendent shall designate an Education
Program Supervisor as the Chair of the Division
Selection Committee.
b. The official in charge of personnel actions shall
provide secretariat services and maintain records
of proceeding or deliberations.

5.2.2.2 Functions

a. Receives from the School Screening Committee

the list of applicants with the corresponding
documents.
b. Verifies the documents submitted by the School
Screening Committee as to completeness,
accuracy, authenticity, and veracity.
c. Evaluates application based on Education,
Teaching Experience, LET/PBET Rating,
Experiential Learning Courses, and Specialized
Training and Skills.
d. Conduct interviews.
e. Observes and rates the demonstration teaching of
application.
f. Administrative the English Proficiency Test.
g. Reviews and consolidates, for check-and-balance
purposes, the results of the individual ratings of
applications, based in the scores they obtained in
each criterion for evaluation.
h. Prepares separate division-wide RQAs for
Kindergarten, Elementary, and Secondary
following the point system below:

Registry A - 76 points and above

Registry B - 69 to 75 points
Registry C – 62 to 68 points
Registry D – 55 to 61 points

The Division Selection Committee for Elementary Schools shall Prepare the
separate RQA for kindergarten teacher applicants

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The RQA for Secondary teacher applications shall be by subject’s area
specialization.
i. Identifies applicants who are volunteer and LGU-
hired/funded teachers who have rendered service
for at least one year, and/or are bona fide
residents of the locality. These applicants will be
marked as priority. However, meeting more than
one of the aforementioned conditions does not
give a higher priority for the applicant. See Section
6.9 and 6.11 of these guidelines
j. Secures list of it LGU- hired/funded teachers from
the office of the provincial governor, city municipal
mayor, or provincial, city/municipal administrator
k. Ensures that LGU- hired/funded and volunteer
teacher applicants go through the application
process as provided for these guidelines.
l. Submits the complete results of the evaluation of
application (Items 5.2.3.2 c, d and e), including
pertinent record of deliberation, to the SDS for
approval.

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 5.3 Applicants shall be evaluated using the following criteria:

CRITERIA POINTS
a. Education 20
b. Teaching Experience 15
c. LET/PBET rating 10
d. Experiential Learning Course 5
e. Specialized Training and Skills 5
f. Interview 10
g. Demonstration Teaching 20
h. Communication skills 15
TOTAL 100

5.3.1 Education- 20 points

Evaluating Education is in terms of the applicant’s

academic achievement. Thus all subjects with corresponding
units must be included in the computation.
5.3.1.1 Rating of education shall be based on the
following equivalents, with 1.0 as the highest and 3.0
as the lowest:

General Weighted Equivalent General Equivalent

Average Points Weighted Points
(GWA) Average
(GWA)
1.0 20.00 2.0 14.00
1.1 19.40 2.1 13.40
1.2 18.80 2.2 12.80
1.3 18.20 2.3 12.20
1.4 17.60 2.4 11.60
1.5 17.00 2.5 11.00
1.6 16.40 2.6 10.40
1.7 15.80 2.7 9.80
1.8 15.20 2.8 9.20
1.9 14.60 2.9-3.0 8.60

When the percentage rating is used, the following table of

equivalents shall be used, with 1.0 as the highest and 3.0 as the lowest.

Percentage Rating GWA Percentage GWA

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 Rating
99.00- 100 1.0 86.50-87.50 2.0
97.75-98.75 1.1 85.25-86.25 2.1
96.50- 97.50 1.2 84.00-85.00 2.2
95.25- 96.25 1.3 82.75-83.75 2.3
94.00-95.00 1.4 81.50-82.50 2.4
92.75-93.75 1.5 80.25-81.25 2.5
91.50-92.50 1.6 79.00-80.00 2.6
90.25-91.25 1.7 77.75-78.75 2.7
89.00-90.00 1.8 76.50-77.50 2.8
87.75-88.75 1.9 75.00-76.25
Applicants with non-education degrees shall be rated using their
GWA in their baccalaureate degrees and the eighteen (18) professional
units in education.

If the school issue a certification of GWA with a corresponding

percentage rating that does not conform to the table above, the
committee shall refer to the grading system of the school.
For schools with “unique” grading systems a corresponding
transmutation table shall be constructed.

5.3.1.2 Additional requirements for kindergarten

applicants
a. He/she must have obtained any of the following
degrees, or its equivalent.
Degrees:
 Bachelor in Early Childhood Education
 Bachelor of Science in Preschool Education
 Bachelor of Science in Family Life and Child
Development
 Bachelor in Elementary Education, with
specialization in Kindergarten, Preschool or
Early Childhood Education (ECE)
 Bachelor in Elementary Education, Major in
Teaching Early Grades
 Bachelor of Arts/ Science Degree in
Discipline allied to Education, such as
Psychology, Nursing, music and Arts, at
cetera, with at least 18 units in content
courses or subjects in ECE.

Equivalent:
 Bachelor in Elementary, Major in Special
Education (SPED) with 18 units in ECE.

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  Bachelor of Secondary Education with
additional diploma in ECE including Practice
Teaching in Kindergarten Education
 Other degree courses and/with at least 18
units in Early Childhood Education

The Division Selection Committee may

consider any other similar Bachelor’s degree
in Early Education.

In cases where there are limited eligible

teachers with ECE units, the following
measures may be adopted.
 Upon appointment, the teacher shall be
required by the Division Office (DO) to earn
ECE units gradually. Nine (9) ECE units may
be earned at the end of Year 1;eighteen
(18) units, Year 2; and twenty-one
(21)units, Year 3.

b. Kindergarten teacher applicants must not be more

than forty-five (45) years old.
c. Applicants shall undergo actual Demonstration
Teaching specifically designed for a kindergarten
class.
d. Only teaching experience in
kindergarten/preschool in both public andDepEd-
recognized private schools shall be considered in
determining points under the Teaching Experience
criterion.

5.3.1.3 Additional requirements for SPED applicants

a. He/she must possess any of the following
qualification:
 Bachelor of Science in Education, with
specialization in Special Education
 Bachelor of Elementary Education with
specialization in Special Education
 Bachelor of Science in Elementary
Education with specialization in Special
Education
 Bachelor of Science in Elementary
Education, Major in Special Education

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  Bachelor of Science in Elementary
Education plus eighteen(18) units in
Special Education in the graduate level
with three(3) years of teaching
experience with special needs children
and with a “Very Satisfactory”
performance rating in the regular
schools for the last three(3) years.
 Bachelor of Science in Elementary
Education plus fifteen (15) units in
Special Education with (4) years of
teaching experience with special needs
children and with “Very Satisfactory”
performance rating in the regular
schools for the last three(3) years.
 Bachelor of Science in Elementary
Education plus twelve (12) units in
Special Education with six (6) years of
teaching experience with special needs
children and with “Very Satisfactory”
performance rating in the regular
schools for the last three (3) years.
 Bachelor of Science in Elementary
Education plus nine (9 ) units in Special
Education with nine (9) years of
teaching experience with special needs
children and with “Very Satisfactory”
performance rating in the regular
schools for the last three(3) years.
 Bachelor in Secondary Education, with
specialization in Special Education

In cases where applicants do not have

the appropriate educational qualification, they
may still be evaluated but shall be categorized
separately from those who have met the said
requirements

b. He/she must have at least three (3) years of

experience in providing educational services to
any of the categories of children with special
needs. This is to be verified by a certification
from the Principal to be submitted as part of
the application.

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 c. A certification from the Principal that the
applicant has had a very satisfactory
performance rating for at least three (3) years
must be submitted as part of qualification.
d. Applicants shall undergo Demonstration
Teaching specifically designed for a SPED
class.
e. Only Skills training and teaching experience
related to SPED children will be considered in
determining the points under Specialized
Training and Skills and Teaching Experience,
respectively.

5.3.2 Teaching Experience- 15 points

Teaching experience in pre- school, Special Education (SPED),

Alternative Learning System (ALS), Early Childhood (EC)
kindergarten/preschool, elementary, and secondary in private and public
schools shall be given 1.50 points for every school year but shall not
exceed twelve ( 12)points.

For every month of service, 0.15 point shall be given.

Example: 8 months= 1.20 points
10 months= 1.50 points

Only teaching experience related to what is being applied for shall

be credited. Hence, the full 0.15 point per month of teaching experience
shall be given to the applicants who have come from school that are
DepEd- recognized or with permit to operate.

Teaching experience of kindergarten volunteer teachers and LGU-

hired teachers shall merit additional points on top of the score they obtain
from the above points system, as follows:

Less than 2 years experience = +1

point
2 to less than 5 years’ experience = + 2 points
5 or more years’ experience = +3
points

5.3.3 LET/PBET- 10 Points

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 Equivalent points of applicant’s rating in the LET/PBET shall
be as follows:

LET Rating Points PBET Points

Rating
87 and above 10 82 and 10
above
84-86 9 79-81 9
81-83 8 76-78 8
78-80 7 73-75 7
75-77 6 70-72 6

5.3.4 Experiential Learning Courses- 5 points

Experiential Learning Courses (ELC) refer to the required subjects

in the pre- service education curricula (offered in tertiary schools) that
include Field Study and Practice Teaching.

5.3.4.1 Field Study

Field Study courses are intended to provide students

with a practical learning experience in which they can
observe, verify, reflect on and actually experience different
components of the teaching- learning processes in actual
school setting. The experience will begin with field
observation and gradually intensify until students undertake
practice teaching. Applicants are to submit a compendium of
their written outputs from the series of Field Study courses
they have taken. The written outputs will be evaluated as
follow

Scal % Point Adjective Indicators

e System Equivalent
5 95- 1.00 Excellent Present clear description of
100 experience that are considered
worthwhile and helpful, explains
judgments on personal strengths
and weaknesses; included
successful output and
accomplishments.
4 90- 1.25- Proficient Presents some examples of
94 1.50 experiences, some explanations
of strength and weaknesses and

244
 includes some achievements.
3 85- 1.75- Satisfactory Contains some examples of
89 2.00 learning experiences with few
explanation of personal strength
and weaknesses and statement
of what has been achieved.
2 80- 2.25- Developing There is little evidence of
84 2.50 reflections and insights learned
very few details of experiences.
Judgement of personal
performance is very limited, with
little or no attention paid to
strength and weaknesses of
work.
1 75-7 2.75- Needs There is an absence of evidence
3.00 Improvemen of reflection; no details of
t experience and judgement of
performance, without statement
of strengths and weaknesses and
achievements.

If and only if the applicant did not take field study courses, then
points for the ELC criterion shall be based on the Practice Teaching
Rating. It shall be evaluated according to the scale below:
5.3.4.2 Practice Teaching
Scale % Point Adjective Indicators
System Equivalence
5 95- 1.00 Outstanding  Presents a variety of work done
100 individually or in group
 Uses many resources
 Shows good organization and a
clear focus
 Displays evidences of self-
assessment such as revisions, a
letter on why one chose a certain
entry etc.
4 90-94 1.25- Very  Presents a variety of work done
1.50 Satisfactory individually or in group
 Uses many resources
 Contains minor organizational
flaws.
 Exhibits some errors in grammar,
usage or mechanics.
 Reflects enthusiasm, creativity,
self assessment, extensive

245
 investigation and analysis of
information.
3 85-89 1.75- Satisfactory  Presents fewer work and some
2.00 resources
 Includes confusing organization
and a focus which is nuclear.
 Reflects enthusiasm, creativity,
self assessment, extensive
investigation and analysis of
information.
2 80-84 2.25- Fair  Contains problems in mechanics
2.50 that interfere with
communication.
 Reflects poor organization.
 Lack focus, enthusiasm, creativity
and analysis of information.
1 75-79 2.75- Needs  Consists mainly of ditto sheets or
3.00 Improvement pages copied from the textbook
 Contains no evidence of student
thinking.

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5.3e SPECIALIZED TRAINING AND SKILLS- 5 points
Specialized training for skills development in fields related to the
work, duties, and function of the Teacher I position to be filled shall be given a
maximum of 5 points.
In the assignment of points, the following should met:
 At least one(1) week training;
 Duly supported with documents
 The skill shall be validated thru demonstration and/or
any other appropriate mode or medium
Points may also be given to skills acquired from experience
to validated thru demonstration and/or any other appropriate mode
or medium as well
5.3.6 INTERVIEW- 10 points
The division Sub-Committee shall interview the applicants and
ensure that all have equal opportunities to be assessed. Applicants shall
be interviewed on topics such as:
 Professional experience
 Instructional skills
 Technology/ computer skills
 Classroom discipline
 Classroom management
 Knowledge of content/materials
 Planning skills
 Relationships with administration, staff, parents, and
students
 Personal qualities
Applicants shall be rated based on the following attributes:

Personality (5) points

- Each indicator to be given a maximum of one(1)
Appearance
Voice speech
Poise
Alertness
Self- confidence

Potential (5pts)
- each indicator to be given one ( 1) point
Ability to present ideas
Judgment
Emotional Stability
Decisiveness
Stress tolerance

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5.3.7 DEMONSTRATION TEACHING – 20 points
Applicants shall be give points on aspects such as;
 lesson plan
 Lesson execution
 classroom management
 Appropriate language use
 Language proficiency
 Use of appropriate instructional materials, devices and
technologies
 Cohesion of lesson objectives, lesson process and lesson
assessment
 Evaluation of pupil/student performance strictly following
the applicants NCBTC strands and indicators.

Application for kindergarten and SPED teaching positions

shall undergo Demonstration Teaching specifically designed for
kindergarten and SPED classes, respectively.

5.3.8 COMMUNICATION SKILLS- 15 points

An English Proficiency Test with a maximum score of 100% shall be
administered to applicants. The competencies and contents of the test are
indicated below. The test shall be distributed by the Central Office and
administered by the Division Selection Committee.
 Listening (25%)
 Speaking (25%)
 Reading (25%)
 Writing (25%)
The total percentage score obtained by an applicant shall be multiplied by
the weight of 15 points, as follows:
Percentage Score = 98% or .98
Weighed Points = 15
Rating = .98x15=14.7 points

6.0 Constituting and Utilizing the Registry of Qualified Applicants

(RQA)

6.1 The cut-off score for inclusion in the RQA is fifty (50) points.

6.2 The RQA is the lists of qualified applicants for appointments which
shall include their names permanent addresses and final evaluation
ratings

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6.3 The RQA should 1) be published in order of highest to lowest
scores of the applicants with the corresponding Registries
indicated, 2) show the consolidated results of the individual ratings,
3) only include those who obtained total scores of fifty- five(55)
and above, and 4) indicate the date of posting.

6.4 It shall be used in filling up new items and natural vacancies for
Teacher I position.

6.5 Three (3) separates RQA’S for kindergarten, elementary and

secondary shall be prepared by the Division Selection Committees.
The RQA for kindergarten shall be prepared by the Division
Selection Committee for Elementary Schools. The RQA for
secondary Schools shall be prepared by subject areas

6.6 The RQA should be ready by the last week of April of every year so
that qualified applicants may be appointed before the opening of
each school year. The RQA shall be valid for a period of one (1)
school year.

6.7 Subject area specialization of the qualified applicants shall be the

primary consideration in the secondary school level. As such, the
applicant to be appointed should have subject-area specialization
needed by the school.

6.8 The amended IRR of RA 8190, entitled “ An Act Granting Priority of

Residents of the Barangay, municipality, or city where the school is
located in the appointment or assignment of classroom public
school teachers,” states that” in the appointment or assignment of
teachers to public schools and other learning centers with vacants
teaching positions, priority shall be given to bona fide residents of
the barangay, municipality, city or province where the school is
located in no particular order. Provided that the teacher possesses
all the qualification for the position as required by law and DepED
Orders. Provided further that among the bona fide residents of the
barangay. Municipality or city, province where the school or
learning center is located the most qualified shall be given priority.

6.8.1 It should be noted that while providing for enumeration, the

language of RA 8019 does not provide for a “hierarchy.”
Thus a teacher may be appointed if he/she comes from
barangay, municipality, city or province which does not have
to be in the said order.

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 6.8.2 The applicant’s place of residence shall be determined by the
indicated address in the Voter’s ID, unless there is a
preponderance of evidence of otherwise as stated in other
pertinent official documents.
6.9 Section 8 of RA 10155 states that” priority shall be given to
qualified contractual and volunteer teacher, whether employed by
the DepED or the local government units”

6.10 Residents of the locality, LGU-hired/funded teachers and volunteer

teachers shall still be subject to these hiring guidelines

6.11 As a general rule, hiring and appointment should be based on the

ranking of the applicants in the RQA. Applicants with priority listed
in Registry A shall be hired first. Only when all applicants in
Registry A have hired shall applicants with priority in Registry B be
considered and so on.

6.11.1 In the event that applicants invoke priorities in the

Kindergarten, Elementary and Secondary levels, priority will
only be given a locals and/or locally hired of they are listed
in Registry A.
6.11.2 Applicants in Registry A even those without priority should
be appointed first before priority can be given to the local
residents and/or locally-hired listed in Registry B.
6.11.3 When all those Registry A and B have been appointed and
assigned to their respective stations and there are still
positions to be filled, those with priority in Registry C shall
be considered before going to the applicants without priority
in Registry C.
6.11.4 When all those Registry A, B and C have been appointed
and assigned to their respective stations and there are still
positions to be filled, those with priority in Registry D shall
be considered before going to the applicants without priority
in Registry D.

7.0 APPOINTMENT OF QUALIFIED APPLICANTS

7.1 The school Schools Division Superintendent (SDS) shall:

7.1.1 Posts the complete results ( C.2.5) at least three (3)

conspicuous places in the Division Office on the website of
the Division Office. The RQA should 1) be published in order
of highest to lowest scores of the applicants with the
corresponding Registries indicated, 2) show consolidated

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 results of the individual ratings, 3) only include those who
obtained total scores of fifty(55) and above, 4) indicate the
date of posting.

7.1.2 Provide the school district and every kindergarten,

elementary and secondary school with copies of the RQA’s
for posting in their areas of jurisdiction. Regional Directors
shall also be provided with copies of the RQA’s.

7.1.3 Furnishes the Local Government Units with copies of the

RQAs. Discussions shall be done to encourage their use of
the RQAs in hiring licensed teachers to locally-funded items.

7.1.4 Issue official appointments of new teacher for submission to

the Civil Service Commission

7.1.5 Advise newly- hired teacher to report for work provided that
appointment papers are already in order.

8.0 MONITORING OF DIVISION COMPLIANCE AND SANCTIONS

8.1 Regional Directions shall regularly monitor and ensure strict

compliance with the provision of these hiring guidelines as follows:

a. dissemination and discussions of these guidelines

with teachers, school heads, district supervisors,
superintendent and other schools division’s official.
b. Preparation of schools to receive,
acknowledgement and endorse application;
c. Organization of Division Sub- committee and
Selection Committees;
d. Briefing and orientation of members of these
committee regarding their roles and functions;
e. Preparation of scoring sheets, interview guides
and tests of applicants; and
f. Briefing and information sharing with local
governments and other local stakeholders in
teaching hiring.
g. Preparation of a report on the observation both
positive and negative in actual division practices in
implementing these guidelines; and
h. Submission of said report on a quarterly basis to
the Office of the Secretary through the Office of
Planning Service-Research and Statistic Division.

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9.0 REPEALING CLAUSE

These Guidelines hereby amend DepEd Order No.12, 25 and

37, series of 2012. Other rules, regulations and issuance which are
also inconsistent with these guidelines are hereby repealed,
rescinded or modified accordingly. This order shall be construed
together with RA 8190 (Localization Law) and its implementing
rules and regulation.

10.0 EFFECTIVITY

The guidelines and criteria provided in this order shall take effect
immediately.

BR. ARMIN A. LUISTRO FSC

Secretary

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 Appendix AA
Republic of the Philippines

Congress of the Philippines

Metro Manila

Fifteenth Congress

Third Regular Session

Begun and held in Metro Manila, on Monday, the twenty-third day of July, two

thousand twelve.

[REPUBLIC ACT NO. 10533]

AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY

STRENGTHENING ITS CURRICULUM AND INCREASING THE NUMBER

OF YEARS FOR BASIC EDUCATION, APPROPRIATING FUNDS THEREFOR

AND FOR OTHER PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic

Education Act of 2013”.

SEC. 2. Declaration of Policy. —The State shall establish, maintain and support a

complete, adequate, and integrated system of education relevant to the needs of

the people, the country and society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of

basic education shall be an empowered individual who has learned, through a

program that is rooted on sound educational principles and geared towards

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excellence, the foundations for learning throughout life, the competence to

engage in work and be productive, the ability to coexist in fruitful harmony with

local and global communities, the capability to engage in autonomous, creative,

and critical thinking, and the capacity and willingness to transform others and

one’s self.

For this purpose, the State shall create a functional basic education system that

will develop productive and responsible citizens equipped with the essential

competencies, skills and values for both life-long learning and employment. In

order to achieve this, the State shall:

(a) Give every student an opportunity to receive quality education that is globally

competitive based on a pedagogically sound curriculum that is at par with

international standards;

(b) Broaden the goals of high school education for college preparation,

vocational and technical career opportunities as well as creative arts, sports and

entrepreneurial employment in a rapidly changing and increasingly globalized

environment; and

(c) Make education learner-oriented and responsive to the needs, cognitive and

cultural capacity, the circumstances and diversity of learners, schools and

communities through the appropriate languages of teaching and learning,

including mother tongue as a learning resource.

SEC. 3. Basic Education. — Basic education is intended to meet basic learning

needs which provides the foundation on which subsequent learning can be

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based. It encompasses kindergarten, elementary and secondary education as

well as alternative learning systems for out-of-school learners and those with

special needs.

SEC. 4. Enhanced Basic Education Program. — The enhanced basic education

program encompasses at least one (1) year of kindergarten education, six (6)

years of elementary education, and six (6) years of secondary education, in that

sequence. Secondary education includes four (4) years of junior high school and

two (2) years of senior high school education.

Kindergarten education shall mean one (1) year of preparatory education for

children at least five (5) years old as a prerequisite for Grade I.

Elementary education refers to the second stage of compulsory basic education

which is composed of six (6) years. The entrant age to this level is typically six

(6) years old.

Secondary education refers to the third stage of compulsory basic education. It

consists of four (4) years of junior high school education and two (2) years of

senior high school education. The entrant age to the junior and senior high

school levels are typically twelve (12) and sixteen (16) years old, respectively.

Basic education shall be delivered in languages understood by the learners as the

language plays a strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education,

instruction, teaching materials and assessment shall be in the regional or native

language of the learners. The Department of Education (DepED) shall formulate

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a mother language transition program from Grade 4 to Grade 6 so that Filipino

and English shall be gradually introduced as languages of instruction until such

time when these two (2) languages can become the primary languages of

instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to

language or languages first learned by a child, which he/she identifies with, is

identified as a native language user of by others, which he/she knows best, or

uses most. This includes Filipino sign language used by individuals with pertinent

disabilities. The regional or native language refers to the traditional speech

variety or variety of Filipino sign language existing in a region, area or place.

SEC. 5. Curriculum Development. — The DepED shall formulate the design and

details of the enhanced basic education curriculum. It shall work with the

Commission on Higher Education (CHED) to craft harmonized basic and tertiary

curricula for the global competitiveness of Filipino graduates. To ensure college

readiness and to avoid remedial and duplication of basic education subjects, the

DepED shall coordinate with the CHED and the Technical Education and Skills

Development Authority (TESDA).

To achieve an effective enhanced basic education curriculum, the DepED shall

undertake consultations with other national government agencies and other

stakeholders including, but not limited to, the Department of Labor and

Employment (DOLE), the Professional Regulation Commission (PRC), the private

and public schools associations, the national student organizations, the national

256
teacher organizations, the parents-teachers associations and the chambers of

commerce on matters affecting the concerned stakeholders.

The DepED shall adhere to the following standards and principles in developing

the enhanced basic education curriculum:

(a) The curriculum shall be learner-centered, inclusive and developmentally

appropriate;

(b) The curriculum shall be relevant, responsive and research-based;

(c) The curriculum shall be culture-sensitive;

(d) The curriculum shall be contextualized and global;

(e) The curriculum shall use pedagogical approaches that are constructivist,

inquiry-based, reflective, collaborative and integrative;

(f) The curriculum shall adhere to the principles and framework of Mother

Tongue-Based Multilingual Education (MTB-MLE) which starts from where the

learners are and from what they already knew proceeding from the known to the

unknown; instructional materials and capable teachers to implement the MTB-

MLE curriculum shall be available;

(g) The curriculum shall use the spiral progression approach to ensure mastery

of knowledge and skills after each level; and

(h) The curriculum shall be flexible enough to enable and allow schools to

localize, indigenize and enhance the same based on their respective educational

and social contexts. The production and development of locally produced

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teaching materials shall be encouraged and approval of these materials shall

devolve to the regional and division education units.

SEC. 6. Curriculum Consultative Committee. — There shall be created a

curriculum consultative committee chaired by the DepED Secretary or his/her

duly authorized representative and with members composed of, but not limited

to, a representative each from the CHED, the TESDA, the DOLE, the PRC, the

Department of Science and Technology (DOST), and a representative from the

business chambers such as the Information Technology – Business Process

Outsourcing (IT-BPO) industry association. The consultative committee shall

oversee the review and evaluation on the implementation of the basic education

curriculum and may recommend to the DepED the formulation of necessary

refinements in the curriculum.

SEC. 7. Teacher Education and Training. — To ensure that the enhanced basic

education program meets the demand for quality teachers and school leaders,

the DepED and the CHED, in collaboration with relevant partners in government,

academe, industry, and nongovernmental organizations, shall conduct teacher

education and training programs, as specified:

(a) In-service Training on Content and Pedagogy — Current DepED teachers

shall be retrained to meet the content and performance standards of the new K

to 12 curriculum.

The DepED shall ensure that private education institutions shall be given the

opportunity to avail of such training.

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(b) Training of New Teachers. — New graduates of the current Teacher

Education curriculum shall undergo additional training, upon hiring, to upgrade

their skills to the content standards of the new curriculum. Furthermore, the

CHED, in coordination with the DepED and relevant stakeholders, shall ensure

that the Teacher Education curriculum offered in these Teacher Education

Institutes (TEIs) will meet necessary quality standards for new teachers. Duly

recognized organizations acting as TEIs, in coordination with the DepED, the

CHED, and other relevant stakeholders, shall ensure that the curriculum of these

organizations meet the necessary quality standards for trained teachers.

(c) Training of School Leadership. — Superintendents, principals, subject area

coordinators and other instructional school leaders shall likewise undergo

workshops and training to enhance their skills on their role as academic,

administrative and community leaders.

Henceforth, such professional development programs as those stated above shall

be initiated and conducted regularly throughout the school year to ensure

constant upgrading of teacher skills.

SEC. 8. Hiring of Graduates of Science, Mathematics, Statistics, Engineering and

Other Specialists in Subjects With a Shortage of Qualified Applicants, Technical-

Vocational Courses and Higher Education Institution Faculty. — Notwithstanding

the provisions of Sections 26, 27 and 28 of Republic Act No. 7836, otherwise

known as the “Philippine Teachers Professionalization Act of 1994”, the DepED

259
and private education institutions shall hire, as may be relevant to the particular

subject:

(a) Graduates of science, mathematics, statistics, engineering, music and other

degree courses with shortages in qualified Licensure Examination for Teachers

(LET) applicants to teach in their specialized subjects in the elementary and

secondary education. Qualified LET applicants shall also include graduates

admitted by foundations duly recognized for their expertise in the education

sector and who satisfactorily complete the requirements set by these

organizations: Provided, That they pass the LET within five (5) years after their

date of hiring: Provided, further, That if such graduates are willing to teach on

part-time basis, the provisions of LET shall no longer be required;

(b) Graduates of technical-vocational courses to teach in their specialized

subjects in the secondary education: Provided, That these graduates possess the

necessary certification issued by the TESDA: Provided, further, That they

undergo appropriate in-service training to be administered by the DepED or

higher education institutions (HEIs) at the expense of the DepED;

(c) Faculty of HEIs be allowed to teach in their general education or subject

specialties in the secondary education: Provided, That the faculty must be a

holder of a relevant Bachelor’s degree, and must have satisfactorily served as a

full-time HEI faculty;

(d) The DepED and private education institutions may hire practitioners, with

expertise in the specialized learning areas offered by the Basic Education

260
Curriculum, to teach in the secondary level; Provided, That they teach on part-

time basis only. For this purpose, the DepED, in coordination with the

appropriate government agencies, shall determine the necessary qualification

standards in hiring these experts.

SEC. 9. Career Guidance and Counselling Advocacy. — To properly guide the

students in choosing the career tracks that they intend to pursue, the DepED, in

coordination with the DOLE, the TESDA and the CHED, shall regularly conduct

career advocacy activities for secondary level students. Notwithstanding the

provisions of Section 27 of Republic Act No. 9258, otherwise known as the

“Guidance and Counselling Act of 2004”, career and employment guidance

counsellors, who are not registered and licensed guidance counsellors, shall be

allowed to conduct career advocacy activities to secondary level students of the

school where they are currently employed; Provided, That they undergo a

training program to be developed or accredited by the DepED.

SEC. 10. Expansion of E-GASTPE Beneficiaries. — The benefits accorded by

Republic Act No. 8545, or the “Expanded Government Assistance to Students and

Teachers in Private Education Act”, shall be extended to qualified students

enrolled under the enhanced basic education.

The DepED shall engage the services of private education institutions and non-

DepED schools offering senior high school through the programs under Republic

Act No. 8545, and other financial arrangements formulated by the DepED and

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the Department of Budget and Management (DBM) based on the principles of

public-private partnership.

SEC. 11. Appropriations. —The Secretary of Education shall include in the

Department’s program the operationalization of the enhanced basic education

program, the initial funding of which shall be charged against the current

appropriations of the DepED. Thereafter, the amount necessary for the

continued implementation of the enhanced basic education program shall be

included in the annual General Appropriations Act.

SEC. 12. Transitory Provisions. — The DepED, the CHED and the TESDA shall

formulate the appropriate strategies and mechanisms needed to ensure smooth

transition from the existing ten (10) years basic education cycle to the enhanced

basic education (K to 12) cycle. The strategies may cover changes in physical

infrastructure, manpower, organizational and structural concerns, bridging

models linking grade 10 competencies and the entry requirements of new

tertiary curricula, and partnerships between the government and other entities.

Modeling for senior high school may be implemented in selected schools to

simulate the transition process and provide concrete data for the transition plan.

To manage the initial implementation of the enhanced basic education program

and mitigate the expected multi-year low enrolment turnout for HEIs and

Technical Vocational Institutions (TVIs) starting School Year 2016-2017, the

DepED shall engage in partnerships with HEIs and TVIs for the utilization of the

latter’s human and physical resources. Moreover, the DepED, the CHED, the

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TESDA, the TVIs and the HEIs shall coordinate closely with one another to

implement strategies that ensure the academic, physical, financial, and human

resource capabilities of HEIs and TVIs to provide educational and training

services for graduates of the enhanced basic education program to ensure that

they are not adversely affected. The faculty of HEIs and TVIs allowed to teach

students of secondary education under Section 8 hereof, shall be given priority in

hiring for the duration of the transition period. For this purpose, the transition

period shall be provided for in the implementing rules and regulations (IRR).

SEC. 13. Joint Congressional Oversight Committee on the Enhanced Basic

Educational Program (K to 12 Program). —There is hereby created a Joint

Oversight Committee to oversee, monitor and evaluate the implementation of

this Act.

The Oversight Committee shall be composed of five (5) members each from the

Senate and from the House of Representatives, including Chairs of the

Committees on Education, Arts and Culture, and Finance of both Houses. The

membership of the Committee for every House shall have at least two (2)

opposition or minority members.

SEC. 14. Mandatory Evaluation and Review. — By the end of School Year 2014-

2015, the DepED shall conduct a mandatory review and submit a midterm report

to Congress as to the status of implementation of the K to 12 program in terms

of closing the following current shortages: (a) teachers; (b) classrooms; (c)

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textbooks; (d) seats; (e) toilets; and (f) other shortages that should be

addressed.

The DepED shall include among others, in this midterm report, the following key

metrics of access to and quality of basic education: (a) participation rate; (b)

retention rate; (c) National Achievement Test results; (d) completion rate; (e)

teachers’ welfare and training profiles; (f) adequacy of funding requirements;

and (g) other learning facilities including, but not limited to, computer and

science laboratories, libraries and library hubs, and sports, music and arts.

SEC. 15. Commitment to International Benchmarks. — The DepED shall

endeavor to increase the per capita spending on education towards the

immediate attainment of international benchmarks.

SEC. 16. Implementing Rules and Regulations. — Within ninety (90) days after

the effectivity of this Act, the DepED Secretary, the CHED Chairperson and the

TESDA Director-General shall promulgate the rules and regulations needed for

the implementation of this Act.

SEC. 17. Separability Clause. — If any provision of this Act is held invalid or

unconstitutional, the same shall not affect the validity and effectivity of the other

provisions hereof.

SEC. 18. Repealing Clause. — Pertinent provisions of Batas PambansaBlg. 232 or

the “Education Act of 1982”, Republic Act No. 9155 or the “Governance of Basic

Education.

264
Act of 2001″, Republic Act No. 9258, Republic Act No. 7836, and all other laws,

decrees, executive orders and rules and regulations contrary to or inconsistent

with the provisions of this Act are hereby repealed or modified accordingly.

SEC. 19. Effectivity Clause. —This Act shall take effect fifteen (15) days after its

publication in the Official Gazette or in two (2) newspapers of general circulation.

265
Approved:

(Sgd.) FELICIANO BELMONTE JR. (Sgd.) JUAN PONCE ENRILE

Speaker of the House President of the Senate

of Representatives

This Act which is a consolidation of Senate Bill No. 3286 and House Bill No. 6643

was finally passed by the Senate and the House of Representatives on January

30, 2013.

(Sgd.) MARILYN BARUA-YAP (Sgd.) EDWIN B. BELEN

Secretary General Acting Senate Secretary

House of Representatives

Approved: MAY 15 2013

(Sgd.) BENIGNO S. AQUINO III

President of the Philippines

266
K to 12 Curriculum

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 Appendix AB

Policy Guidelines on Classroom Assessment for the K to 12 Basic

Education Program

April 1, 2015
DO 8, s. 2015

Policy Guidelines on Classroom Assessment

for the K to 12 Basic Education Program

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

1. In line with the implementation of the Enhanced Basic Education Act of

2013 (Republic Act No. 10533), the Department of Education is adopting
the enclosed Policy Guidelines on Classroom Assessment for the K
to 12 Basic Education Program

2. Classroom Assessment is an integral part of curriculum implementation. It

allows the teachers to track and measure learners’ progress and to adjust
instruction accordingly. Classroom assessment informs the learners, as
well as their parents and guardians, of their progress.

3. Effective School Year (SY) 2015-2016, the Policy Guidelines on Classroom

Assessment for the K to 12 Basic Education Program shall be implemented
in public elementary and secondary schools nationwide.

4. Non-DepEd schools are urged to implement these policy guidelines as

well. Non-DepEd schools are permitted to modify these policy guidelines
according to their school’s Philosophy, Vision, and Mission with the
approval of the appropriate DepEd Regional Office.

5. Special programs may further issue supplementary guidelines in relation

to the program’s specific assessment concerns.
6. These guidelines will remain in force and in effect for the duration of the
program, unless sooner repealed, amended, or rescinded. All existing

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 Orders and Memoranda that are inconsistent with this Order are
rescinded.

7. Immediate dissemination of and strict compliance with this Order is

directed.

(Sgd.) BR. ARMIN A. LUISTRO

FSC

Encl.: As stated
Reference: DepEd Order No. 73, s. 2012
To be indicated in the Perpetual Index under the following subjects:
ASSESSMENT
ELEMENTARY EDUCATION
POLICY
PROGRAM
SCHOOLS
SECONDARY EDUCATION
TEACHERS

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 POLICY GUIDELINESS ON CLASSROOM ASSESSMENT
FOR THE K TO 12 BASIC
EDUCATION PROGRAM (BEP)

I. Theoretical Basics

Classroom Assessment is a joint process that involves both teachers and

learners. It is an integral part of teaching and learning. Teachers provide
appropriate assessment when they aim to holistically measure learner’s current
and developing abilities while enabling them to take responsibility in the process.
This view recognizes the diversity of learners inside the classroom, the need for
multiple ways of measuring their varying abilities and learning potentials, and the
role of learners as co-participants in the assessment process.

At the heart of this assessment framework is the recognition and deliberate

consideration of the learner’s zone of proximal development (Vygotsky 1978).
Appropriate assessment is committed to ensure learner’s success in moving from
guided to independent display of knowledge, understanding, and skills, and to
enable them to transfer this successfully in future situations. From this point of
view, assessment facilities the development of learner’s higher-order thinking
and 21st – century skills.

The view of assessment, therefore, acknowledges the unity of instruction and

assessment. Assessment is part of day-to-day lessons and extends the day to
day classroom activities that are already in place in the K to 12 curriculums.

I. What is Classroom Assessment?

Assessment is process that is used to keep track of learners progress in

relation to learning standards and in the development of 21 st- century
skills; to promote self- reflection and personal accountability among
students about their own learning; and to provide bases for the profiling
of student performance on the learning competencies and standard of the
curriculum. Various kinds of assessments shall be used appropriately for
the difficult learners who come from diverse contexts, such as cultural
background and life experience.

Classroom Assessmentis an ongoing process of identifying, gathering,

organizing and interpreting and qualitative information about what
learners know and can do.
Teachers should employ assessment methods that are consistent with
curriculum standards. It is important for teachers to always inform
learners about the objectives of the lesson so that the latter will aim to
meet or even exceed the standards. The teacher provides immediate

270
feedback to students about their learning process. Classroom assessment
also measures the achievement of competencies by the learners.
There are two type of classroom assessment, namely, formative and
summative.

A. Formative assessmentmay be seen as assessmentfor learning so

teachers can make adjustments in their instruction. It is assessment
as learningwherein students reflect on their own progress. According
to the UNESCO Program on Teaching and Learning for a Sustainable
Future (UNESCO-TLSF), formative assessment refers to ongoing forms
of assessment that are closely linked to the learning process. It is
characteristically informal and is intended to help students identify
strengths and weaknesses in order to learn from the assessment
experience.

Formative assessment may be given at any time during the teaching

and learning process. It is also a way to check the effectiveness of
instruction.

Formative assessment involves teachers using evidence about what

learners know and can do to inform and improve their teaching.
Teachers observe and guide learners in their tasks through interaction
and dialogue, thus gaining deeper insights into the learners’ progress,
strengths, weaknesses, and needs. The results of formative
assessments will help teachers make good instructional decisions so
that their lessons are better suited to the learners’ abilities. It is
important for teachers to record formative assessment by documenting
and tracking learners’ progress using systematic ways that can easily
provide insight into a student’s learning. Such monitoring will allow
teachers to understand their students and thus teach them better.
Formative assessment results, however, are not included in the
computation of summative assessment.

Formative assessment must also provide students with immediate

feedback on how well they are learning throughout the teaching-
learning process. Recommendations on how they can improve
themselves should also be given by the teachers. Formative
assessment enables students to take responsibility for their own
learning, and identify areas where they do well and where they need
help. As a result, students will appreciate and make their own
decisions about their progress.

B. Summative assessment,on the other hand, may be seen as

assessment of learning, which occurs at the end of a particular unit.

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This form of assessment usually occurs toward the end of a period of
learning in order to describe the standard reached by the learner.
Often, this takes place in order for appropriate decisions about future
learning or job suitability to be made. Judgments derived from
summative assessment are usually for the benefit of people other than
the learner (UNESCO-TLSF).

Summative assessment measures whether learners have met the

content and performance standards. Teachers must use methods to
measure student learning that have been deliberately designed to
assess how well students have learned and are able to apply their
learning in different contexts. The results of summative assessment
are recorded and used to report on the learners’ achievement.
Primarily, the results of summative assessment are reported to the
learners and their parents/guardians. In addition, these are reported to
principals/school heads, teachers who will receive the child in the next
grade level, and guidance teachers who should help students cope
with challenges they experience in school.

II. What is assessed in the classroom?

Assessment in the classroom is aimed at helping students perform
well in relation to the learning standards. Learning standards
comprise content standards, performance standards, and learning
competencies that are outlined in the curriculum.

A. Content Standards identify and set the essential knowledge

and understanding that should be learned. They cover a
specified scope of sequential topics within each learning strand,
domain, theme, or component. Content standards answer the
question,” What should the learners know?”.

B. Performance Standards describe the abilities and skills that

learners are expected to demonstrate in relation to the content
standards and integration of 21 st- century skills. The integration
of knowledge, understanding and skills is expressed through
creation, innovation and adding value to products/ performance
during independent work or in collaboration with others.
Performance standards answers the following question:

1. What can learners do with what they know?

2. How well must learners do their work?
3. How well do learners use their learning or understanding in
different situation?

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 4. How do learners apply their learning or understanding in
real-life context?
5. What tools and measures should learners use demonstrate
what they know?

C. Learning Competencies refer to the knowledge, understanding,

skills, and attitudes that students need to demonstrate in every
lesson and/ or learning activity.

D. Concept Development

The learning standards in the curriculum reflect progression of

concept development. The Cognitive Progress Dimensions
adapted from Anderson &Krathwohl (2001) may be good way to
operationalize this progression. It provides a scheme for
classifying educational goals, objectives, and standards. It also
defines a broad range of cognitive processes from basic to
complex, as follows: Remembering, Understanding, Applying,
Analyzing, Evaluating and Creating each dimension is described
in Table 1.

Table 1. Adapted Cognitive Process Dimensions

Cognitive Process Descriptors

Dimensions
Remembering The learner can recall information and
retrieve relevant knowledge from long-
term memory: identify, retrieve,
recognize, duplicate, list, memorize,
repeat, reproduce
Understanding The learner can construct meaning
from oral, written and graphic
messages: interpret, exemplify,
classify, summarize, infer, compare,
explain, paraphrase, discuss
Applying The learner can use information to
undertake a procedure in familiar
situations or in a new way: execute,
implement, demonstrate, dramatize,
interpret, solve, use, illustrate, convert,
discover
Analyzing The learner can distinguish when parts
and determine how they relate to one
another, and to the overall structure

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 and purpose: differentiate, distinguish,
compare, contrast, organize, outline,
attribute, deconstruct
Evaluating The learner can make judgement and
justify decisions: coordinate, measure,
detect, defend, judge, argue, debate,
critique, appraise, evaluate
Creating The learner can put elements together
to form a functional whole, create a
new product or point of view:
generate, hypothesize, plan, design,
develop, produce, construct, formulate,
assemble, design, devise
Adapted from Table 5.1 “The Cognitive Process Dimensions”
(Anderson and Krathwohl 2001, pp. 67-68)

To align the assessment process with the K to 12 curriculum,

the adapted Cognitive Process Dimensions maybe used as guide
not only in lesson development but also in the formulation of
assessment task and activities.

III. How are learners assessed in the classroom?

Learners are assessed in the classroom through various processes and

measures to appropriate to all congruent with learning competencies defined in
the K to 12 curriculum. Some of these processes and measures may be used for
both formative and summative assessments which have different goals. Learners
maybe assessed individually or collaboratively.

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Individual and Collaborative Formative Assessment

Individual formative assessment enables the learner to demonstrate

independently what has been learned or mastered through a range of activities
such as check-up quizzes, written exercises, performances, models, and even
electronic presentations.

Collaborative formative assessment (peer assessment) allows student to support

each other’s learning. Discussion, role playing, games, and other group activities
may also be used as performance-based formative assessment wherein learners
support and extend each other’s learning.

Formative Assessment in different Parts of the lesson

Formative assessment may be integrated in all parts of the lesson. Basically,

every lesson has three parts: before the lesson, the lesson proper and after the
lesson. Formative assessment conducted in each part serves a different purpose.

A. Before the Lesson

Formative assessment conducted before the lesson informs the teacher about
the students understanding of the lesson/ topic before direct instruction. It helps
teachers understand where the student stands in terms of conceptual
understanding and application. Formative assessment provides bases for making
instructional decisions such as moving on to the new lesson or clarifying
prerequisite understanding.

B. During the lesson proper

Formative assessment conducted during the lesson proper informs teachers of
the progress of the students in relation to the development of the learning
competencies. It also helps the teacher determine whether instructional
strategies are effective. The results of formative given at the time may be
compared with the results of formative assessment given before the lesson to
establish if conceptual understanding and application have improved. On this
basis the teacher can make decisions on whether to review, re-teach, remediate,
or enrich lesson and subsequently when to move on to the next lesson.

C. After the lesson

Formative assessment conducted after the lesson assesses whether learning
objectives were achieved. It allows the teacher to evaluate the effectiveness of
instruction. Students who require remediation and/ or enrichment should be
helped by the teacher using appropriate teaching strategies.

275
Table 2 enumerates the purposes of formative assessments conducted before,
during and after the lesson. It also shows examples of assessment methods.
Teachers should not limit the assessment methods they use to the examples
provided in the table on page 6.

Table 2. Purpose of Formative Assessment

Parts Purpose Example of

Of the For the For the Assessment
Lesso Learner Teacher methods
n
Before 1. Know what 1. Get 1. Agree/disagree
Lesso s/he knows information activities
n about the about what 2. Games
topic/ lesson the learner 3. Interviews
2. Understand already 4. Inventories/
the purpose knows and checklist of skills
of the lesson can do about (relevant to the topic in
and how to the lesson the learning area)
do well in the 2. Share 5. KWL activities
lesson learning (What I know, what I
3. Identify ideas intensions want to know, what I
or concepts and success learned)
s/he criteria to 6. Open-ended
misunderstan the learners questions
d 3. Determine 7. Practice exercises
4. Identify misconceptio
barriers to ns
learning 4. Identify what
hinders
learning
Lesso 1. Identify one’s 1. Provide 1. Multimedia
n strengths and immediate presentations
Prope weaknesses feedback to 2. Observations
r 2. Identify learners 3. Other Formative
barriers to 2. Identify what performance task
learning hinders ( Simple activities
3. Identify learning that can be
factors that 3. Identify what drawn from a
help him/her facilities specific topic or
learned learning lesson)
4. Know what 4. Identify 4. Quizzes
s/he knows learning (recorded but not
and does not gaps graded)

276
 know 5. Track learner 5. Recitations
5. Monitor progress in 6. Simulation
his/her own comparison Activities
progress to formative
assessment
result prior
to the lesson
proper
6. To make
decisions on
whether to
proceed with
the next
lesson
reteach, or
provide for
corrective
measures or
reinforcemen
t
After 1. Tell and 1. Assess 1. Checklists
Lesso recognize whether 2. Discussion
n whether s/he learning 3. Games
met learning objectives 4. Performance task
objectives have been that emanate
and success met for a from the lesson
criteria specified Objectives
2. Seek support duration 5. Practice Exercises
through 2. Remediate 6. Short Quizzes
remediation and/ or 7. Written Work
enrichment, enrich with
or other appropriate
strategies strategies as
needed
3. Evaluate
whether
learning
intensions
and success
criteria have
been met

The information or feedback gathered from formative assessment will help

teachers ensure that all learners are all supported while they are developing

277
understanding and competencies related to curriculum standards. These also
prepare them for summative assessment assessments. Teachers should keep a
record of formative assessment results to study the patterns of learning
demonstrated by students. However, these should not be use as bases for
grading.

Summative Assessment

This form of assessment measures the different ways learners use and apply all
relevant knowledge, understanding, and skills. It must be spaced properly over
the quarter. It is usually conducted after a unit of work and/ or at the end of an
entire quarter to determine how well learners can demonstrate content
knowledge and competencies articulated in the learning standards. Learners
synthesize their knowledge, understanding and skills during summative
assessments. The results of these assessments are used as bases for computing
grades.

Individual and Collaborative Summative Assessment

Learners may be assessed individually through unit tests and quarterly
assessment. Collaboratively learners may participate in group activities in which
they cooperate to produce evidence of their learning. The process of creating a
learning project is given ore weight or importance than the product itself.

Components of Summative Assessment

Summative assessment are classified into three components, namely, Written
Work (WW), Performance Tasks(PT) and Quarterly Assessment (QA). These
three will be the bases of grading. The nature of the learning area defines the
way these three components are assessed.

A. The written work component ensures that students are able to

express skills and concepts in written form. Written Work, which may
include long quizzes, and unit or long tests help strengthen test- taking
skills among the learners. It is strongly recommended that items in
long quizzes/ tests be distributed across the cognitive process
dimensions so that all are adequately covered. Through these, learners
are able to practice and prepare for quarterly assessment and other
standardized assessments. Other written work may include essays,
written reports and other written output.

B. The performance Tasks component allows learners to show what

they know and are able to do in diverse ways. They may create or
innovates products or do performance- based tasks. Performance-
based tasks may include skills demonstration, group presentation, oral
work, and multimedia presentation and research projects. It is

278
 important to note that written output may also be considered as
performance tasks.

C. Quarterly Assessment measures student learning at the end of the

quarter. These may be in the form of objective tests, performance –
based assessment or a combination.

Table 3 shows the components of summative assessment, their purposes,

and when they are given. The lists of sample summative assessment tools
per learning area are found in Appendix A.

Components Purpose When given

Written 1. Asses learners At the end of

understanding of concepts
Work(WW) and application of skills in the topic or
written form
2. Prepare learner for unit
quarterly assessments
Performance 1. Involve students in the At the end of a
learning process individually
Task(PT) or in collaboration with lesson focusing
teammate over a period of
time on a topic/
2. Give students opportunities
to demonstrates and skills lesson
integrate their knowledge,
understanding and skills
about topics or lesson
learned in a specific real life
situation by performing and/
or producing evidence of
their learning
3. Give students the freedom Several times
to express their learning in
appropriate and diverse during the
ways
4. Encourage student inquiry, quarter
integration of knowledge,
understanding, and skills in
various contexts beyond the
assessment period

Quarterly 1. Synthesize all the learning Once, at the

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 Assessment (QA) skills, concepts, and values end of the
learned in an entire quarter
quarter

There must be sufficient and appropriate instructional interventions to ensure

that learners are ready before summative assessments are given. The evidence
produced through summative assessment enables teachers to describe how well
the students have learned the standards/ competencies for a given quarter.
These are then reflected in the class record. The grades of learners are
presented in a report card show the progress of learners to parents and other
stakeholders.

IV. What is the grading system?

The K to 12 Basic Education Program uses a standards and competency-

based grading system. These are found in the curriculum guides. All
grades will be based on the weighted raw score of learners summative
assessments. The minimum grade needed to pass a specific learning area
is 60, which is transmuted to 57 in the report card. The lowest mark that
can appear on the report card is 60 for Quarterly Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as
the lowest possible grades that will appear in a learner’s report card.

Learners for Grade 1 to 12 are graded on Written Work, Performance

Tasks and Quarterly Assessment every quarter. These three are given
specific percentage weights that vary according to the nature of the
learning area.

A. How is learner progress recorded and computed?

For Kindergarten

Guidelines specific to the assessments of kindergarten learners will be

issued in a different memorandum or order. However, for Kindergarten
checklists and anecdotal records are used instead of numerical grades.
These are based on learning standards found in the Kindergarten
curriculum guide. It is important for teachers to keep a portfolio, which
is a record or compilation of the learner’s output such as writing
samples, accomplished activity sheets and artworks. The portfolio can
provide concrete evidence of how much of how well the learner is able
to accomplish the skills and competencies. Through checklists, the
teacher will be able to indicate whether or not the child is able to

280
demonstrate knowledge and/ or perform the tasks expected of
Kindergarten learners. Through anecdotal records or narrative reports,
teachers will be able to describe learner behavior, attitude and effort in
the school work.

For Grades 1 to 12

In the grading period, there is one Quarterly Assessment but there

should be instances for students to produce Written Work and to
demonstrate what they know and can do through Performance Tasks.
There is no required number of Written Work and Performance Tasks
but these must be spread out over the quarter and used to assess
learner’s skills after each unit has been taught.

The following are the steps in computing for the Final Grades.

Step 1: Grades from all students work are added up. This results in the
total score for each component, namely Written Work, Performance
Tasks and Quarterly Assessment.

Raw scores from each component have to be converted to a

Percentage Score. This is to ensure that values are parallel to each
other.

Step 2: the sum for each component is converted to the Percentage

Score. To compute the Percentage Score (PS), divide the raw score by
the highest possible score then multiply the quotient by 100%. This is
shown below:

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 PERCENTAGE SCORE (PS) = Learner’s total raw scorex 100%
Highest possible score

Step 3: Percentage Scores are then converted to Weighted Scores to

show the importance of each component in promoting learning in the
different subjects.

To do this, the Percentage Score is multiplied by weight of the

component found in Table 4 for Grades 1 to 10 and Table 5 for Senior
High School. The product is in known as the Weighted Score (WS).

Weighted Score (WS) = Percentage Score x Weight of Component

Table 4. Weight of the Components for Grade 1-10

Component Languag A Es Scienc Mat MAPE EPP/

s e P P e h H TLE

Written
30% 40% 20%
1 to 10 Work

Performanc
50% 40% 60%
e Tasks

Quarterly
20% 20% 20%
Assessment

The grading system for Senior High School (SHS) follows a different set of
weights for each component. Table 5 presents the weights for the core and track
subjects.

282
Table 5. Weight of the Components for SHS

Technical-

Vocational and

Academic Track Livelihood (TVL)/

Sports/ Arts and

Design Track

Work

Immersion/ Work

All Research / All Immersion/

Core
other Business other Research /
Subject
Subject Enterprise Subject Exhibit /
s
s Simulation/ s Performanc

Exhibit / e

Performance

Written
25% 25% 35% 20%
11 Work

to Performanc
50% 45% 40% 60%
12 e Tasks

Quarterly
25% 30% 25% 20%
Assessment

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Written Work (30%) Performance Task (50%) Quarterly Assessment Ini Qua

283
 (20%) tial rterl

Gr y
1 2 3 4 5 6 7 To PS W 1 2 3 4 5 6 Tot PS W 1 P W
ad Grad
tal S al S S S
e e

Hig 2 2 2 2 2 3 2 16 10 30 1 1 2 2 2 2 120 10 50 5 1 20 10 100

hes 0 5 0 0 5 0 0 0 0 % 5 5 5 0 0 5 0 % 0 0 % 0

t 0

Pos

sibl

Sco

re

Lear 1 2 2 1 2 2 1 14 90 27 1 1 1 1 1 2 100 83 41 4 8 16 84 90

ner 8 2 0 7 3 6 9 5 .6 .1 2 3 9 5 6 5 .3 .6 0 0 .8

A 3 9 3 7 6

Lear 1 1 1 9 1 1 9 94 58 17 1 1 2 1 1 2 109 90 45 4 9 19 82 88

ner 9 5 5 3 4 .7 .6 5 5 3 5 8 3 .8 .4 8 6 .2 .2

B 5 3 3 2 0 5

Lear 9 1 5 8 8 9 4 54 33 10 1 6 7 1 1 1 63 52 26 2 5 11 47 71

ner 1 .7 .1 0 2 0 8 .5 .2 9 8 .6 .9

C 5 3 0 5 0 8

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 PERCENTAGE SCORE (PS) = (Learner’s total raw score )X 100

(Highest possible score )

Weighted Score (WS) = Percentage Score x Weight of Component

Step 4: The sum of the Weighted Score in each component is the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table (see
Appendix B) to get the Quarterly Grade (QG).

Step 5. The Quarterly Grade for each learning area is written in the report card
of the students.

For a better understanding of how to record the summative assessments, Table

6 presents a sample class record showing three learners for the first quarter of
Grade 4 English. The basis of tis class record, Table 7 presents a step-by-step
process on how to compute for the Quarterly Grade.

Table 7. Steps for Computing Grades

STEPS EXAMPLES

Learner’s Highest

1. Get the total Raw Score Possible

score for
each Written Work 1 18 Score
component
Written Work 2 22 20

Written Work 3 20 25

Written Work 4 17 20

Written Work 5 23 20

285
Written Work 6 26 25

Written Work 7 19 30

20

TOTAL 145

160

Learner’s Highest

Raw Possible

Performance Tasks 1 Score Score

Performance Tasks 2 12 15

Performance Tasks 3 13 15

Performance Tasks 4 19 25

Performance Tasks 5 15 20

Performance Tasks 6 16 20

25 25

TOTAL

100 120

Quarterly Learner’s Highest

Assessment Raw Score Possible

40 Score

50

286
 Percentage

Score (PS)= (145) x

2. Divide the 100 %

total raw
score by the (160)
highest
possible
score then
multiply the PS of Written
quotient by
100% Work is 90.63

Percentage

Score (PS)= (100) x

100 %

(120)

PS of Performance

Task is 83.33

Percentage

Score (PS)= (40) x

100 %

(50)

PS of Quarterly

Assessment is

80.00

STEPS EXAMPLE

3. Convert Written Work for English Grade 4 is 30%

287
 Percentage
Scores to
Weighted Scores. Weighted Score (WS) = 90.63x 0.30
Multiply the
Percentage Score The Weighted Score of Written Work in
by the weight of
the component 27.19
indicated in Table
4 and Table 5

Performance Tasks for English Grade 4 is 50%.

Weighted Score (WS) = 83.33x0.50

The Weighted Score of Performance Task is

41.67.

Quarterly Assessment for English Grade 4 is 20%.

Weighted Score (WS) = 80.00x0.20

The Weighted Score of Quarterly Assessment

is 16.

(The Scores can be found in the Sample

Class Record on Table 6.)

4. Add Weighted Component Weighted Score

Scores of each
component. The Written Work = 27.19
result will be the
Initial Grade. Performance Tasks = 41.67

Quarterly Assessment = 16.00

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 TOTAL 84.86

The Initial Grade is 84. 86

5. Transmute the The Initial Grade is 84.86

Initial Grade
using the
Transmutation
Table in The Transmuted Grade is 90.
Appendix B.

The Quarterly Grade in English for the 1st

Quarter is 90.

This is reflected in the Report Card.

For MAPEH, individual grades are given to each area, namely, Music, Arts,
Physical Education and Health. The Quarterly grade for MAPEH is the average of
the quarterly grades in the four areas.

Quarterly Grade = QG for Music + QG for Arts + QG for PE + QG for Health

(QG) For MAPEH

289
 B. How are grades computed at the end of the school year?

For Kindergarten
These are no numerical grades in Kindergarten. Descriptions of the learner’s
progress in the various learning areas are represented using checklists and
student portfolios. These are presented to the parents at the end of each quarter
for discussion. Additional guidelines on the Kindergarten program will be used.
For Grade 1-10

The Average of the Quarterly Grades (QG) produces the Final Grade.

Final = 1st quarter grade + 2nd quarter grade + 3 3rd quarter grade + 4th

quarter grade

Grade by

Learning

Area

The Final Grade in each learning area and the General Average are represented
as whole numbers. Table 8 shows an example of the Final Grades of the different
learning areas and General Average of a Grade 4 student.

Table 8. Final Grades and General Average

Learning Area Quarter Final Grade

1 2 3 4

Filipino 80 89 86 84 85

English 89 90 92 87 90

Mathematics 82 85 83 83 83

Science 86 87 85 84 86

AralingPanlipunan 90 92 91 89 91

290
EdukasyonsaPagpapakata 89 93 90 88 90

EdukasyongPantahanan 80 81 84 79 81

at Pangkabuhayan

MAPEH 85 86 85 84 85

General Average 86

291
For Grade 11 and 12
The two quarters determine the Final Grade in a semester. Table 9 shows an
example in Grade 11, second semester for the accounting, Business, and
Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

Subjects Quarter Second

3 4 Semester

Final

Grade

Core Subjects

Reading and Writing Skills 80 83 82

Pagbasa at 86 85 86

PagsusuringIba’tIbangTekstotungosaPananaliksi

Statistic and Probability 82 87 85

Physical Science 88 87 88

Physical Education and Health 90 88 89

Applied and Specialized Subjects

Empowerment Technologies: ICT for 80 83 82

Professional Tracks

Business Math 87 86 87

Organization and Management 85 81 83

Fundamentals of Accounting, Business and 84 81 83

Management 1

General 85

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 Average for

the Semester

C. How is the learner’s progress reported?

The summary of learner progress is shown quarterly to parents and guardians

through a parent-teacher conference, in which the report card is discussed. The
grading scale, with its corresponding descriptors, is in Table 10.Remarks are
given at the end of the grade level.

293
Table 10. Descriptors, Grading Scale, and Remarks

DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did not Meet Expectations Below 75 Failed

Using the sample class record in Table 6, LEARNER Areceived an Initial Grade
of 84.86 in English of the First Quarter, which then transmuted to a grade of 90
is equivalent to Outstanding. LEARNER B received a transmuted grade of 88
which is equivalent to Very Satisfactory. LEARNER C received a grade of 71
which means that the learner did Not Meet Expectations in the First Quarter of
Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written Work
and Performance Tasks, the leaner’s parents or guardians must be informed not
later than the fifth week of that quarter. This will enable them to help and guide
their child to improve and prepare for the Quarterly Assessment. A learner who
receives a grade below 75 in any subject in a quarter must be given intervention
through remediation and extra lessons from the teacher/s of the subject.

D. How are learners promoted or retained at the end of the school

year?
This section provides the bases for promoting a learner to the next grade level or
for retaining a learner in the same grade level. These decisions must be applied
based on evidence and judiciously.
A Final Grade of 75 or higher in all learning areas allows the student to be
promoted to the next grade level. Table 11 specifies the guidelines to be
followed for learner promotion and retention.

294
Table 11. Learner Promotion and Retention

Requirements Decision

For Grades 1 to 3 1. Final Grade of at Promoted to the next

least 75 in all
Learners learning areas grade level

2. Did not Meet Must pass remedial

Expectations in not
more than two classes for learning areas
learning areas
with failing mark to be

promoted to the next

grade level.

Otherwise the learner is

retained in the same

grade level

3. Did not Meet Retained in the same

Expectations in
three or more grade level
learning areas
For Grades 4 to 10 1. Final Grade of at Promoted to the next
least 75 in all
Learners learning areas grade level

2. Did not Meet Must pass remedial

Expectations in not
more than two classes for learning areas
learning areas
with failing mark to be

promoted to the next

grade level.

295
 Otherwise the learner is

retained in the same

grade level

3. Did not Meet Retained in the same

Expectations in not
more than two grade level
learning areas
Requirements Decision

4. Must pass all 1. Earn the

learning areas in Elementary
the Elementary Certificate
2. Promoted to Junior
High School
5. Must pass all 1. Earn the Junior
learning areas in High School
the Junior High Certificate
School 2. Promoted to Senior
High School
For Grades 11 to 12 1. Final Grade at Can proceed to the next
least 75 in all
Learners learning areas in a semester
semester
2. Did not Meet Must pass remedial
Expectations in a
prerequisite classes for failed
subject in a
learning area competencies in the

subject before being

allowed to enroll in the

higher-level subject

3. Did not Meet Must pass remedial

Expectations in
any subject or classes for failed
learning area at

296
 the end of the competencies in the
semester
subjects or learning areas

to be allowed to enroll in

the next semester.

Otherwise the learner

must retake the subjects

failed.

4. Must pass all Earn the Senior High

subjects or
learning areas in School Certificate
Senior High School

For Grades 1-10, a learner who did Not Meet the Expectations in at most two
learning areas must take remedial classes. Remedial are conducted after the final
Grades have been computed. The learner must pass the remedial classes to be
promoted to the next grade level. However, teachers should ensure that the
learners receive remediation when they earn raw score which are consistently
below expectations in Written Work and Performance Tasks by the fifth week of
any quarter. This will prevent a student from failing in any learning area at the
end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be

immediately given remedial classes. They should pass the summative
assessments during remediation to avoid a failing grade in a learning
area/subject. This will prevent students from having back subjects in Senior High
School (SHS). However, if the learner still fails remedial classes, s/he must retake
the subject/s failed during the summer or as a back subject. Guidance
teacher/career advocates must provide support to the SHS student for his/her
choices in SHS tracks.

Summative Assessment is also given during remedial classes. These are

recorded, computed, weighted, and transmuted in the same way as the quarterly
Grade. The equivalent of the Final Grade for Remedial classes is the remedial
class mark (RCM). The final grade at the end of the school year and the remedial
class are average. This results in the Recomputed Final Grade. If the
Recomputed Final Grade is 75 or higher, the student is promoted to the next

297
grade level. However, students will be retained in the grade level of their
Recomputed Final Grade is below 75.

The teacher of the remedial class issues the Certificate of Recomputed Final
Grade, which is noted by the school principal. This is submitted to the division
office and must be attached to both Form 137 and School Form Number 5.
Figure 1 below shows a sample certificate.

Figure1. Sample Certificate of Recomputed Final Grade

Certificate of Recomputed Final Grade

Name of Student: ____________________________________

Grade level : _____________________________________

School Year: _____________________________________

Learning Area Final Grade Remedial Class Recomputed Final

Mark Grade

Prepared by:______________________ Date: ___________________________

Remedial Class Teacher

Prepared by: ______________________ Date: ___________________________

School Principal

Received by: ______________________ Date :

___________________________

Division Office

298
The can enroll in the next grade level for Grades 1-10 and in the next semester
for Grades 11-12 upon presentation of the certificate of Recomputed Final Grade.
This certificate can be verified in the division office as needed.

V. How are the Core Values of the Filipino child reflected in

the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21 st

century skills. The development of learner’s cognitive competencies and skills
must be completed by the formation of their values and attitudes anchored on
the Vision, Mission, and Core Values of the Department of Education (DepED
Order No. 36, s.2013) as shown on the next page. Non-DepEd schools maybe
modify adapt these guidelines as appropriate to the philosophy, vision, mission,
and core values of their schools.

VISION

We dream of Filipinos who passionately love their country and whose values and

competencies enable them to realize their full potential and contribute

meaningfully to building the nation.

As a learner-centered public institution, the Department of Education

continuously improve itself to better serve its stakeholders.

MISSION

To protect and promote the right of every Filipino to quality, equitable, culture

based, and complete basic education where:

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

environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling and

299
supportive environment for effective learning to happen

Family, community, and other stakeholders are actively engaged and share

responsibility for developing life-long learners

CORE VALUES

Maka-Diyos

Makatao

Makakalikasan

Makabansa

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The Core Values have been translated into behavior statement. In addition,
indicators have been formulated for each behavior statement. These are
presented in Table 12 on Page 21.

Table 12. Descriptors and Indicators of Observed Values

Core Values Behavior Statements Indicators

Maka-Diyos Expresses one’s spiritual 1. Engages oneself in

worthwhile spiritual
beliefs while respecting activities
2. Respects sacred
the spiritual beliefs of places
3. Respect religious
others beliefs on others
4. Demonstrates
curiosity and
willingness to learn
about other ways to
express spiritual life
Shows adherence to 1. Tells the Truth
2. Returns borrowed
ethical principles by things in good
condition
upholding truth 3. Demonstrates
intellectual honesty
4. Expects honesty
from others
5. Aspires to be fair
and kind to all
6. Identify personal
biases
7. Recognizes and
respect one’s
feelings and those
of others
Makatao Is sensitive to individual, 1. Shows respect to all
2. Waits for one’s turn
social, and cultural 3. Takes good care of
barrowed things
differences 4. Views mistake as
learning
opportunities
5. Upholds and
respects the dignity

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 and equality of all
including those with
special need
6. Volunteer to assist
others in times of
need
7. Recognizes and
respect people from
different economic,
social and cultural
backgrounds
Demonstrates 1. Cooperate during
activities
contributions toward 2. Recognize and
accepts the
solidarity contribution of
others toward a
goal
3. Considers diverse
views
4. Communicates
respectfully
5. Accept defeat and
celebrates others
success
6. Enables others to
succeed
7. Speaks out against
and prevents bullyin

Makakalikasan Cares for the 1. Shows a caring

attitude toward the
environment and utilizes environment
2. Practices waste
resources wisely, management
3. Conserve energy
judiciously, and and resources
4. Takes care of school
economically materials, facilities
an equipment
5. Keeps work area in
order during and
after work

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 6. Keeps one’s work
neat and orderly

Demonstrates pride in 1. Identifies oneself as

a Filipino
being a Filipino; exercise 2. Respect the flag
and national
the rights and anthem
3. Takes pride in
responsibilities of a diverse Filipino
cultural expressions,
Filipino citizen practices an
traditions
4. Promotes the
appreciation and
enhancement of
Filipino language
5. Abides by the rules
of the school,
community and
country
6. Enables others to
develop interest and
Makabansa pride in being a
filipino

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 Demonstrate 1. Manages time and
personal resources
appropriate behavior in efficiently and
effectively
carrying out activities in 2. Preservers to
achieve goals
the school, community despite difficult
circumstances
and country 3. Conducts oneself
appropriately in
various situation

Schools may craft additional indicators for the behavior statement. School must
ensure that these are child-centered, gender- fair, and age and culture-
appropriate. To support the development of these Core Values, schools must
make sure that their homeroom guidance program promotes them. Additional
opportunities may be integrated into class discussion in all areas.

A non- numerical rating scale will be used to report on learners’ behavior

demonstrating the Core Values. The Class Adviser and other teacher’s shall agree
on how to conduct these observations. They will also discuss how each child will
be rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non- numerical Rating

AO Always observed

SO Sometimes observed

RO Rarely Observed

NO Not Observed

Learners who demonstrate behavior that are not consistent with or do not reflect
the core values may need additional psychosocial support from the school. The

304
class adviser should discuss these observations with the parents/ guardians to
promote the child’s affective development. Further probing may be needs to
better understand the learner’s situation and context.

VI. How is attendance reported?

It is important for learners to be in school every day. Learners’ class attendance

shall be recorded by teachers daily. At the end of each quarter the attendance is
reflected in the report card.
The number of school days in each month is presented, which is based on the
school calendar for a given school year. The number of days that each learner is
present and absent is indicated. Recording of attendance is done from
Kindergarten to Grade 12. Table 14 shows how attendance is recorded at the
end of the school year.

Table 14. Attendance Record at the end of the School Year

JUN JUL AUG SEPT OCT NOV DEC JAN FEB MA TOTAL

No. f 21 21 22 21 21 20 14 21 21 18 200

school

days

No. of 21 21 22 21 21 20 11 21 21 18 197

days

present

No. of 0 0 0 0 0 0 3 0 0 0 3

days

absent

A Learner who incurs absences of more than 20% of the prescribed number of
class or laboratory periods during the school year or semester should be given a
failing grade and not earn credits for the learning area subject. Furthermore, the
school head may, at this/ her discussion and in the individual case, exempt a
learner who exceeds the 20% limit for reasons considered valid in the school
head., and may not be availed of by a student or granted by a faculty member
without the consent of the school head.

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Such discretion shall not excuse the learner from the responsibility of keeping up
with lessons and taking assessments. When absences cannot be avoided, the
school must give the learner alternative methods and materials that correspond
to the topics/ competencies that were or will be missed. These include modules
and materials for Alternative Delivery Mode and /or Alternative Learning System
as well as those that are found on the Learning Resources Management and
Development System(LRMDS). When students successfully accomplish the
learning activities through these materials, they shall be exempted. However, the
report card should still reflect the number of absences. Parents of learners who
are accumulating many absences must be immediately informed through a
meeting to discuss how to prevent further absences.

Habitual tardiness, especially during the first period in the morning and in the
afternoon is discouraged. Teachers shall inform the parents/ guardians through a
meeting if a learner has incurred 5 consecutive days of tardiness.

VII. To whom is classroom assessment reported?

Classroom assessment serves to help teachers and parents understand the

learners progress on curriculum standards. The result of assessment are
reported to the child’s, the child’s remedial class teacher, if any teacher of the
next grade level, as well as the child’s parents/ guardian.

References:

Anderson, Lorin W., and Krathwohl, David R. A Taxonomy for learning, Teaching,
and Assessing: A revision of Bloom’s Taxonomy of Educational Objectives , New
York: Longman, 2001

UNESCO. “Teaching and Learniing for a Sustainable Future.” Assessed March 31,
2015. http://www.unesco.org/education/tlsf/mods/theme-d/mod24.html?
panel=5#top

Vygotsky, Lev S., Mind in Society; The development of Higher Psychological

Processes., eds. M. Cole, V. John- Steiner, S. Scribner, & E. Souberman.
( Cambridge: Harvard University Press, 1978).

306
List of Summative Assessment Tools

Below are the lists of sample assessment tools per learning area.
Teacher may use other appropriate tools specific to the assessment task

Components

Learning areas Written work(WW) Performance Tasks(PT)

A. Unit/ Chapter A. Products

Tests 1. Campaigns
B. Written Output 2. Case studies
1. Book/ 3. Collages
article 4. Composition
reviews 5. Literary analyses
2. Essays 6. Multimedia
3. Journals productions
4. Letter 7. Portfolio
writing 8. Research
5. Reaction/ projects
reflection 9. Story/poem
papers writing
6. Reports

B. Performance based
tasks
1. Debate
2. Interviews
3. Multimedia
presentations
4. Panel discussion
5. Presentations
6. Project making
7. Role plays
8. Speech delivery
9. Story
telling/reading

A. Unit/ Chapter A. Product

test 1. Diagrams
B. Written output 2. Mathematical
1. Data investigatory
recording projects

307
 and 3. Models/ making
analyses models of
Math 2. Geometric geometric
and figures
statistical 4. Number
analyses representation
3. Graphs, B. Performance- based
charts and tasks
maps 1. Constructing
4. Problem graphs from
set survey
5. Surveys conducted
2. Multimedia
presentation
3. Outdoor math
4. Probability
experiments
5. Problem –posing
6. Reasoning and
proof through
recitation
7. Using
manipulatives to
show math
concepts/ solve
problem
8. Using measuring
tools/ devices
9.
Science A. Unit/ Chapter C. Products
Tests 1. Investigatory
B. Written Output projects
1. Concept 2. Models and
maps diagrams
2. Data construction
recording 3. Prototype
and building
analyses 4. Research
3. Laboratory papers
reports and
documenta
tion D. Performance based
4. Reaction/ task
reflection 1. Debates

308
 paper 2. Designing and
5. Surveys implementation
of action plans
3. Designing
various models
4. Doing scientific
investigation
5. Issue awareness
campaigns
6. Laboratory
activity
7. Multimedia
presentation
8. Simulation
9. Skills
demonstration
10. Verification
experiments

A. Products
1. Collages and
diorama making
2. Leaflet, poster
and slogan
making
3. Map construction
4. Research work
5. Timelines
B. Performance based
tasks
1. Community
A. Unit/ Chapter involvement
Tests 2. Debate

309
 B. Written Output 3. Interviews
1. Concept 4. Issue awareness
AralingPanlipunan maps and campaign
organizer 5. News reporting
2. Essays 6. Presentation
3. Journals and multimedia
4. News presentation
writing 7. Role plays
5. News/ 8. Simulations
article
reviews
6. Reaction/
reflection
paper
A. Unit/ Chapter A. Products
Tests 1. Arguments
B. Written Output analyses
1. Essays 2. Expressing their
2. Journal feelings and
writing ideas through
3. Journal/ art activities
article 3. Journal
reviews responses
4. Reaction/ 4. Letter writing
reflection 5. Song and poem
papers writing
B. Performance based
tasks
1. Issue awareness
campaign
2. Presentation and
multimedia
EdukasyonsaPagpap presentations
3. Role plays
akatao 4. Preparation of
action plans
( Esp) (planopagsasabu
hay)
5. Implementation
of action
plan( pagsasaga
wangplano)
6. Situation
analyses( pagsus

310
 uri)
A. Unit/ Chapter A. Products
tests 1. Creating simple
B. Written output musical
1. Essay arrangement
2. Reaction/ 2. Musical
reflection analyses/ song
paper analysis
3. Research 3. Musical research
Music paper 4. Writing program
notes
B. Performance based
tasks
1. Multimedia
presentation
2. Musical
presentation
3. Skills
demonstration(si
nging, playing
musical
instrument)
A. Unit/ chapter A. Product
tests 1. Art criticism and
B. Written output appreciation
1. Essays compilation
2. Reaction/ 2. Art exhibit
reflection 3. Art projects
paper 4. Portfolio
3. Research B. Performance based
paper tasks
1. Art production
Arts 2. Multimedia
presentation
3. Portfolio
4. Skills
demonstration(
drawing,
coloring,
painting)
5. Stage/ bulletin
board production
A. Unit/ Chapter A. Product
tests 1. Article/ journal

311
 B. Written Output review
1. Essays 2. Personal fitness
2. Reaction / and health logs
reflection 3. Portfolio
papers
3. Research
Physical papers B. Performance based
tasks
Education(PE) 1. Creating
personalized
exercise
program
2. Physical activity
participation
3. Physical activity/
fitness
assessment
4. Role plays
5. Skills
demonstration

A. Unit/ chapter A. Products

tests 1. Journal
B. Written output responses
1. Essays 2. Personal fitness
2. Journal/ and health logs
article 3. Portfolio
review B. Performance based
3. Reaction tasks
papers 1. Debates
4. Research 2. Design and
papers implementation
5. Journal of fitness and
Health writing health program
3. Issue awareness
campaigns
4. Role plays
A. Unit/ Chapter A. Products
tests 1. Technical
EdukasyongPantahan B. Written Output drawing output
1. Essays 2. Prototype
an at 2. Diagrams, building
charts, and 3. Products/

312
Pangkabuhayan/ models projects using
3. Work locally available
Technology and designs materials
and plans B. Performance based
Livelihood Education tasks
1. Skills
demonstration
2. Skills application
3. Laboratory
exercises
4. Oral tests
5. Designs,
creation, and
layout of
outputs/
diagnose and
repair
equipment.

Appendix B

Transmutation Table

Following is the range of Initial Grades and their equivalent. Transmuted

Grades that will be reflected in the report card.

Initial Grade Transmuted Initial Grade Transmuted

grade grade

100 100

98.40-99.99 99 66.40-67.99 79

96.80-98.39 98 64.80-66.39 78

95.20-96.79 97 63.20-64.79 77

93.60-95.19 96 61.60-63.19 76

92.00-93.59 95 60.00-61.59 75

313
90.40- 91.99 94 56.00-59.99 74

88.80- 90.39 93 52.00-55.99 73

87.20- 88.79 92 48.00-51.99 72

85.60-87.19 91 44.00-47.99 71

84.00- 85.59 90 40.00- 43.99 70

82.40- 83.99 89 36.00- 39.99 69

80.80- 82.39 88 32.00- 35.99 68

79.20-80.79 87 28.00- 31.99 67

77.60-79.19 86 24.00- 27.99 66

76.00- 77.59 85 20.00- 23.99 65

74.40- 75.99 84 16.00-19.99 64

72.80- 74.39 83 12.00-15.99 63

71.20- 72.79 82 8.00-11.99 62

69.60-71.19 81 4.00-7.99 61

68.00- 69.59 80 0- 3.99 60

314
 Appendix AC

DO 39, s. 2015 - Extension of the Deadline for

Learner Information System (LIS) and Enhanced Basic Education
Information System (EBEIS) Updating for
Beginning of School Year (BOSY) 2015-2016

August 28, 2015

DO 39, s. 2015

Extension of the Deadline for Learner Information System (LIS) and

Enhanced Basic Education Information System
(EBEIS) Updating for Beginning of School
Year (BOSY) 2015-2016

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Secretary, ARMM
Regional Directors
Schools Division Superintendents
Heads, Public and Private Elementary and Secondary Schools
All Others Concerned

1. In reference to DepEd Order No. 26, s. 2015 entitled Learner Information

System (LIS) and Enhanced Basic Education Information System (EBEIS)
Updating for Beginning of School Year (BOSY) 2015-2016 , the Department
of Education (DepEd) issues this Order.

2. The original deadline for the submission of August 31, 2015, is revised
as follows:

September 6,
Learner Information System (LIS)
2015
Enhanced Basic Education Information System September 13,
(EBEIS) 2015

315
3. All public and private elementary and secondary schools, state universities
and colleges offering elementary and secondary education, and all
programs under Alternative Learning System (ALS), including Abot-Alam
are directed to submit their data in the LIS and EBEIS on or before the
new deadline.

4. Schools division offices are directed to provide the necessary assistance

and support to schools and community learning centers, and to complete
the assessment and approval of schools’ request for Learner Reference
Number creation to ensure 100% compliance.

5. This is to reiterate that submission of data requirements will have

implications to the following:
a. Criteria for performance assessment such as but not limited to
enrolment and other performance indicators;
b. Maintenance and Other Operating Expenses and resource
allocations;
c. Senior High School (SHS) early registration and voucher system
that will use the Grade 10 Master List of public and private school
learners in the LIS; and
d. The release of allowances to ALS learning facilitators.
e.
6. Immediate dissemination of and strict compliance with this Order is
directed.

(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary

Reference: DepEd Order: (No. 26, s. 2015)

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 Appendix AD

DO 48, s. 2015 - Amendment to DepEd Order No. 41, s. 2015

(Senior High School Career Guidance Program and Early Registration)

October 20, 2015

DO 48, s. 2015

Amendment to DepEd Order No. 41, s. 2015 (Senior High School Career
Guidance Program and Early Registration)

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public and Private Secondary Schools
All Others Concerned

1. The provisions stipulated in DepEd Order No. 41, s. 2015 entitled

Guidelines on the Senior High School Career Guidance Program (CGP) and

Early Registration shall remain in force and in effect except for the

following provisions pertaining to the conduct of the early registration:

a. The Senior High School (SHS) Early Registration shall be extended

from October 19 to November 13, 2015 to give all SHS

entrants ample time to decide on their choice of SHS track.

b. All Grade 10 students in School Year (SY) 2015-2016 in all public

and private secondary schools, including state universities and

colleges (SUCs), shall submit to their respective class advisers their

317
 choice of school/s and program/s using the revised SHS Preference

Slip contained in Enclosure No. 1.

Class advisers shall register the students for SHS and submit their preference/s

through the Learner Information System (LIS) from November 9 to 29, 2015.

The procedural guide for encoding of the learners' preference/s in the LIS is

detailed in Enclosure No. 2.

c. High school graduates prior to the full implementation of the K to 12

Program, passers of the Philippine Educational Placement Test (PEPT) and

Accreditation and Equivalency (A&E) Examination for JHS Level, and other

learners outside the formal system (those who are not covered by the

LIS), may register for SHS in any of the schools offering SHS using the

revised SHS Registration Form found in Enclosure No. 3.

The school head shall forward to the Schools Division SHS coordinator the duly

accomplished registration forms (Enclosure 3) of all non-LIS SHS registrants not

later than November 16, 2015. The school shall maintain a duplicate copy of

the said forms for records purposes.

The Schools Division SHS coordinator, with the assistance of the planning officer

and/or IT coordinator, shall enrol the non-LIS SHS registrants in the LIS. The

detailed procedural guide for encoding the learners’ information and preference/s

318
shall be posted at lis.deped.gov.ph/help. The log-in accounts of the planning

officer or IT coordinator can temporarily be used for purposes of SHS

registration.

d. The following timeline for the early registration and submission of required

information shall be strictly followed:

Date Activity

October 19 - November 13,

SHS Early Registration
2015

LIS Submission/Encoding for Grade 10 students

November 9-29, 2015
(LIS SHS Registrants)

Submission of SHS Registration Forms (Annex 3)

November 16, 2015
to Division SHS Coordinators

LIS Submission/Encoding for Non-LIS SHS

November 27, 2015
Registrants

2. To better guide the students in making decisions on their SHS

preference/s, DepEd provides a complete list of all public and private

schools offering SHS and their corresponding program offerings available

on http://www.deped.gov.ph/k-to-12/shs. This list can also be

319
 downloaded from the SHS Registration page once the school logs in to the

LIS.

3. Immediate dissemination of and strict compliance with this Order is

directed.

(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary

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Appendix AE
DO 44, s. 2015 - Guidelines on the Enhanced School Improvement
Planning (SIP) Process and the School Report Card (SRC)

September 29, 2015

DO 44, s. 2015

Guidelines on the Enhanced School Improvement Planning (SIP)

Process and the School Report Card (SRC)

To : Undersecretaries
Assistant Secretaries
Bureau Directors
Directors of Services, Centers and Heads of Units
Regional Directors
Schools Division Superintendents
Heads, Public Elementary and Secondary Schools
All Others Concerned

1. Pursuant to Republic Act No. 9155 known as Governance of Basic

Education Act of 2001, this policy aims to strengthen School-Based

Management (SBM) by further devolving the governance of education to

schools, empowering school teams and personnel, expanding community

participation and involvement, and making the delivery of education

services to the learners more responsive, efficient, and effective through

an enhanced school planning and communication process.

2. The School Improvement Plan (SIP) is a roadmap that lays down specific

interventions that a school, with the help of the community and other

stakeholders, will undertake within a period of three consecutive school

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years. The implementation of development activities integral to it are in

the school such as projects under the Continuous Improvement Program

(CIP), the creation and mobilization of Learning Action Cells (LACs), and

the preparation of the School Report Card (SRC). SIP seeks to provide

those involved in school planning an evidence-based, systematic approach

with the point of view of the learner as the starting point. Ultimately, it is

envisioned to help schools reach the goal of providing access to quality

education.

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3. The SRC is a tool for advocating and communicating the school situation,

context, and performance to internal and external stakeholders. Its

objective is to increase the participation and involvement of the

community and other stakeholders in making the school a better place for

learning.

4. The School Improvement Plan (SIP) Guidebook is provided which

details the procedure in preparing the enhanced SIP and SRC. The

enclosed guidelines and the Guidebook shall serve as the official reference

in the preparation and implementation of the SIP and SRC. Concerned

offices, local government units (LGUs), and development partners are

urged to conform to these guidelines as they implement projects and

activities related to school planning in DepEd schools.

5. Schools shall begin a new SIP cycle using the enhanced planning process

in these guidelines by January 2016 (the start of the SIP cycle). The

regional offices (ROs) and schools division offices (SDOs) are expected to

create support mechanisms for the schools and to orient them before

January 2016. Schools are asked to begin using the SIP Guidebook to

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update their current Annual Improvement Plan (AIP) and to create the

SRC.

6. The participation and involvement of the school head, teachers, and staff

in the planning and implementation of the SIP and SRC may be included

in the Results-Based Performance Management System (RPMS) as

performance objectives under corresponding Key Result Areas. It can be

incorporated in the Individual Performance Commitment and Review Form

(IPCRF) of teachers and staff or in the Office Performance Commitment

and Review Form (OPCRF) of the school head.

7. Planning and implementation of school improvement projects that address

problems related to the teaching-learning processes should involve the

members of the school’s LACs. In the same way, activities of LACs should

be aligned to the SIP or AIP. LAC members may also include reports of

their activities in the SRC.

8. By virtue of this Order, this Department authorizes the conduct of

activities related to the preparation and implementation of the SIP and

SRC. Concerned offices and development partners should align their

training programs and activities to these guidelines. The training design

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and learning package should be according to the training program

standards set by the National Educators Academy of the Philippines

(NEAP). The NEAP, through its ROs, is tasked to ensure the quality of

these trainings.

9. All existing Orders and Memoranda inconsistent with this Order are

rescinded. These guidelines shall remain in effect, unless sooner repealed,

amended, or rescinded.

10. For more information and inquiries, all concerned may contact the Chief,

School Effectiveness Division-Bureau of Human Resource and

Organizational Development – (SED-BHROD), Department of

Education (DepEd) Central Office, DepEd Complex, Meralco Avenue, Pasig

City at telephone no.: (02) 633-7257 or through email address

[email protected].

11. Immediate dissemination of and strict compliance with this Order is

directed.

(Sgd.) BR. ARMIN A. LUISTRO FSC

Secretary

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