Course 5

RESPONDI
NG TO
COMMUNI
Module 1- DEPED Organizational Structure
TY Session 1
THE PHILIPPINE PUBLIC
CONTEXTS
EDUCATION SYSTEM
Required Task 1:
Identify the turning points in the history of public education in the Philippines. The pre-colonial era
and the Spanish colonial period are already done for you
Stages of Events (What are the educational Implications (How does
Development developments brought by this this affect the succeeding
(What are the time/period?) public education system?)
different time
periods identified
in the article?)
Pre-colonial Education was informal, Essential learning was
Period unstructured, and devoid of methods. prioritized during this
Children were provided more period
vocational training and less
academics (3Rs) by their parents and
in the houses of tribal tutors
Spanish Colonial The tribal tutors were replaced by the Formalization of
Period Spanish missionaries. education with defined
Education was religion oriented. administration and
It was for the elite, especially in the management by the
early years of Spanish colonization. Spanish colonial
Access to education by the Filipinos government
was later liberalized through the
enactment of the Educational Decree
of 1863. Education during that period
was inadequate, suppressed, and
controlled
American There were three levels of education English was adopted as
Colonial Rule during the American period. The the medium of instruction
"elementary" level consisted of four in all public schools
primary years and 3 intermediate
years. The "secondary" or high
school level consisted of four years;
and the third was the "college" or
tertiary level.
Contemporary Throughout this historical period, By implementing a
Society (Third education and contemporary society curriculum that responds
have been mutually dependent. to the current needs of
Republic-Present)
National societies expect their society. Which will result
educational systems to provide in competent students
education that supports the being produced by the
maintenance and development of school.
their societies' distinctive and
valuable characteristics as well as
give their citizens relevant
educational opportunities to function
successfully in society and the global
 Course 5 community.

RESPONDI
NG TO
COMMUNI
TY
Required Task 2: Reflection Questions
CONTEXTS
Answer the following questions below based on the excerpts.
1. What educational practices observed in the historical stages of development are the
foundational elements of education in the Philippines?
The educational practices observed in the historical stages of development are the
foundational elements of education in the Philippines are the focus of education to
curriculum, the existence of formal and non-formal schooling and the division of education
levels from elementary to college education.

2. Which turning point in the history of the public education system has huge
implications in the development of the Department of Education?
During the late contemporary period, when education is mutually dependent.
National societies expect their educational systems to provide education that supports the
maintenance and development of their societies' distinctive and valuable characteristics as
well as give their citizens relevant educational opportunities to function successfully in
society and the global community. Education back then is starting to be responsive on the
needs of Filipino children.

3. What are the implications of the trifocalization of education in the administration

and management of education in the Philippines?
The trifocalization made education accessible to all. It caters learners of different
ages, status and those who are out-of- school youth. It helps every individual to develop
holistically and provide life-long skills for them to become productive citizens of our
country.
KEY TOPIC 1
THE DEPED
MANAGEMENT
Required Task 1: Policy ReadingSTRUCTURE
1. Why is there a need to rationalize and restructure the Department of
Education?
The government will be able to remove redundancies from its operations and
concentrate its resources on its essential tasks thanks to the Rationalization Program. It
also strives to boost the effectiveness and caliber of government services. To achieve
our strategic plan for improvement in every school, especially in light of the shifting
requirements and demands of our society, the Department of Education has to be
restructured. To deal with the current scenario, the department of education must
redesign the system on this day of pandemic.

2. In what ways can the restructured DepEd, through the Rationalization

Program, help you as a DepEd personnel and a public-school teacher?
In order to fulfill the current demands on the educational system, it will serve as a
guide for teachers in adopting teaching norms, standards, and procedures. Additionally, it
 Course 5
will teach all educators how to employ strategies to facilitate their work and boost
productivity.

RESPONDI
NG TO
COMMUNI
TY
CONTEXTS
Required Task 2: Identification
Read the following scenarios and determine what particular DepEd organizational strand
promotes and/or helps address the following scenarios.
Scenario Answers
Teacher Jeanne is a The Department of Education's
“teacher to the barrio” whoGovernance and Operation
is dedicated to providing organizational strand, which is
basic education to the in charge of ensuring the
pupils in a geographically effectiveness to support the
isolated community in her organization as a whole to
province. She was focus on its core business and
deployed to educate the subsequently achieve its goals
pupils with a parallel through the provision of finance
module to that of formal and administrative services, is
elementary education but the specific DepEd
in a relatively informal organizational strand that will
setting and schedule promote or can help Teacher
Jeanne's condition.
Teacher Jonnalyn is a Finance and Administration
permanent teacher who is ensures the efficiency to
facing financial support the organization as a
challenges. Once her prior whole to focus on its core
loans were paid, she business and thus attain its
directly proceeds to take targets through the provision of
out another loan. The finance and administrative
cycle of financial debt services.
goes on.
Teacher Arvin, the The Curriculum and Instruction
school’s basketball coach, strand of the Department of
focused not only on the Education, which is responsible
psychomotor skills of his for ensuring that the
players but also on the organization focuses on the
development of mental delivery of a relevant,
discipline and social responsive, and effective basic
values through after- education curriculum around
school sports programs which all other strands and
offices provide support, is the
particular DepEd organizational
strand that will promote or can
help Teacher Arvin's concern.
Feedback
Governance and
Operations ensures the
capacity of the organization
to continuously improve
and be strategic in
managing the environment
for which “teaching and
learning” takes place.
Teacher Jonnalyn's
problem might be solved
by the office offering
financial guidance and
support. Teachers
Jonnalyn's scenario could
also be considered for the
stated office to conduct
and deliver programs to
address this kind of issue.
With such advice or
concern from Teacher
Arvin, the Department of
Education's Curriculum and
Instruction strand can
develop programs and
curriculum that will meet
the needs of the students
without disrupting the
availability and schedule of
students or teachers.
 Course 5
Teacher Edith thinks she
is qualified for a promotion
as a Master Teacher. She
submits all of her
requirements and waits
for the results. But she
lacks the required number
of units for her Master’s
degree.
Nanette is teaching in a
low-lying school. One day,
during a heavy rainfall,
she was advised of class
cancellations and calmly
assessed the situation
before she directed the
class to go home.
RESPONDI
NG TO
COMMUNI
TY
CONTEXTS
The Department of Education's
Legal and Legislative Affairs
strand, which is responsible for
increasing the organization's
capacity to deal with legal
challenges and being proactive
in carrying forward its
legislative agenda, is the office
that can assist Teacher Edith.
The Department of Education's
Office of the Secretary strand
which provides overall
leadership and direction at the
national level. Attached and
support agencies to DepEd are
included under the OSec. is the
office that can assist Teacher
Nannete
Teacher Edith must be
informed about the
required documents and
units or degrees for a
smooth and efficient
promotion process. Legal
and Legislative Affairs
should ensure that all
teachers are informed
about this matter by
conducting an orientation
or possibly providing a list
of documents required to
avoid misunderstandings.
Before canceling class due
to heavy rain, Teacher
Nannete should wait for an
order from the government
or the Office of the
Secretary of the DepEd
Organization. She must
first ensure the safety of
her class by not letting
them alone, especially
during terrible weather.

SESSION 3
THE DEPED REGIONAL
OFFICE AND SCHOOLS
Required Task 1: Identification
DIVISION OFFICES
Function Answer Feedback
To ensure access, promote equity, Governance The thread of governance and
and improve the quality of basic and Operations operations guarantees the
education in the regions and the organization's ability to
school’s divisions by taking the continuously develop and be
lead in policy and direction setting, strategic in managing the setting
standard-setting and enforcement, in which "teaching and learning"
partnership building, and takes place.
networking with stakeholders of
education, and by effectively and
efficiently managing the financial,
human, and physical resources of
the region
To ensure full implementation of Curriculum and The strand of curriculum and
the articulated basic education Instruction instruction makes ensuring that
 Course 5
curriculum (pre-school,
elementary, secondary, ALS), its
the organization is focused on
delivering a basic education
localization/indigenization, and curriculum that is current,
increase access to quality and responsive, and successful,
varied learning resources towardsRESPONDI
improvement in the quality learning
around which all other strands
and offices provide support.
outcomes. NG TO
COMMUNI
TY
CONTEXTS

To support the delivery of basic Education To aid in the provision of basic

education programs, projects, and Support education by providing the
needed resources to the school’s Services Schools Divisions with the
divisions in order to create an resources they require, programs,
environment conducive to learning and projects in order to foster a
and ensure learner readiness to learning environment and
learn through: School Health and guarantee learners' preparation
Nutrition, Education Facilities, and for instruction.
Program & Services (DRRM,
School Sports, Guidance &
Counselling)
To coordinate and integrate the Field Technical The strand of Field Technical
provision of technical assistance Assistance Assistance provides the
(TA) to schools’ divisions with the organization's capacity to
purpose of facilitating the delivery continuously grow and be
of quality basic education and strategic in controlling the
creating an enabling environment environment for "teaching and
for schools and learning centers. learning."
To ensure compliance with Quality By measuring, monitoring, and
standards of quality basic Assurance evaluating the region's and the
education by assessing, schools division's performance,
monitoring, and evaluating the one can make sure that basic
region and school’s division education standards are being
performances to inform decision adhered to. This evaluation will
making and guide policy directions help educate decision-making
in the region toward continuous and lead policy in the area toward
improvement. ongoing progress.
To facilitate the implementation of Policy, Planning Through the conduct of research
education plans, policies, and & Research studies and the development and
standards in all areas of basic maintenance of the Regional
education in the region through the Education Planning and Data
conduct of research studies and Management Systems, it will be
maintenance of Regional made easier to formulate and
Education Planning and Data implement education plans,
Management Systems. policies, standards, and
guidelines in all areas of basic
education throughout the region.
This will help management make
more informed strategic and
operational decisions regarding
the provision of high-quality basic
education.
To ensure competent personnel Human Through the implementation and
and staff in the regional and Resource administration of an effective and
 Course 5
schools division offices through
efficient and effective training
Development
towards professional competencies
and organizational performance.
RESPONDI
NG TO
COMMUNI
TY
CONTEXTS
To provide the regional office with Administrative
efficient, economical and effective
services relating to personnel,
records, receipt of
correspondence, supplies,
equipment, collection,
disbursement, security and
custody of property, and reportorial
work to oversight agencies.
To provide advice to the Regional Finance
Director on the financial resource
of the region and provide services
in budgeting, accounting, reporting,
and coordinating with government
oversight agencies.
Required Task 2: Scenario Analysis Read each statement. Write CID if the
scenario/concern is Curriculum Implementation Division-related or SGOD if it is
Schools Governance Operations Division-related.
Question
Teacher Alyssa conducted and SGOD
finished writing her action research
in the conduct of their Continuous
Improvement Plan (CIP) in
eradicating the number of non-
numerates in their school. She
submitted it to the SDO for
assessment
efficient training and development
system toward improved
professional competencies and
organizational performance in the
delivery of basic education, it will
be possible to ensure competent
personnel and staff in the
regional and schools division
offices.
Personnel, records, reception of
mail, supplies, equipment,
collection, disbursement, security
and custody of property, and
reportorial duties to oversight
authorities are all covered by the
administrative strand. To deliver
efficient, affordable, and effective
services to the regional office in
the areas of people, records,
correspondence reception,
supplies, equipment, collection,
disbursement, security and
property custody, as well as
reportorial work to oversight
authorities.
Finance is the department that
advises the Regional Director on
the region's financial resources
and provides budgeting,
accounting, reporting, and
coordination with government
oversight bodies.
Answer Feedback
The goal is to provide
strategic direction and
technical inputs to the
management of the schools
division towards efficient
and effective governance
and operation of the schools
in collaboration with the
Curriculum and
Implementation Division.
The scenario also concerns
supervision and planning.
 Course 5
Teacher April is having a hard time
managing her class because her
SGOD It was placed under the
SGOD because it requires
schedule is in the last period before help from the area of human
class dismissal. She then seeks resources development.
help from the head teacher and RESPONDI
colleagues for some advice. Upon
learning about Teacher April’s NG TO
struggles, the head teacher found it
COMMUNI
necessary to provide a classroom
management training for teachers
TY
CONTEXTS

Teacher Michael is the schools’ SGOD It was classified as SGOD

DRRM Coordinator. He prepares since it discusses
and submits situation reports to the Educational Facilities.
SDO on any hazard affecting the
school operations such as flood,
conflict, fire, among others, and
provides realtime updates to the
SDO.
Teacher Angel, an English teacher, CID Since the scenario
seeks help through setting a described about
preconference meeting with her Instructional Management
Department Head for her upcoming Part, it will fall under CID
classroom observation. She wants
to know the best ways on how she
can employ the indicators required
in the Classroom Observation Tool
(COT).
Teacher Melvin is assigned as the CID Since the scenario
Room Examiner in the conduct of described about Direct
the National Achievement Test. He Instructional Supervision
checks if the Room Examiners Part, it was considered as
adhere to the instructions in the CID.
Examiner’s Handbook

SESSION 4
THE DEPED REGIONAL
OFFICE AND SCHOOLS
DIVISION
Required Task 1: Policy OFFICES
Reading
Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational
Structures and Staffing Patterns of Standalone and Integrated Public Senior High
School (SHS) and read the following scenarios to identify the services provided and
its function in the schools and learning centers. Determine the teaching or the non-
teaching staff who does the service portrayed.

Scenario Answer Feedback

Teacher Leo creates Librarian/LRMDS Coordinator The duties and
activities to make sure that responsibilities of a
learners and teachers Librarian/ LRMDS
access the place where Coordinator is to keep
 Course 5
reading materials and
learning resources are
all learning materials in
place.
kept. He also crafts a
schedule of the classes
that could visit the place.
He coordinates with the
RESPONDI
School Head for the
selection, acquisition,
NG TO
organization, and
maintenance of reference
COMMUNI
and reading materials. TY
CONTEXTS

Teacher Lorraine is handling a case Guidance Guidance counselors are

of some Grade 7 learners who were Counselor certified professionals
caught cheating by their adviser. employed by schools or
She calls the attention of the academic institutions
parents and reports to them what to assist and advise
the learners did. Since it is the first students about academic
incident, the learners are and personal decisions.
reprimanded and reminded of the They provide private
importance of honesty and of not counseling to students,
cheating. assess the ability and
potential of students, and
coordinate with fellow
professionals on student
matters.
Teacher Steffi is conducting a Subject/Learning It can be the Department
career guidance and advocacy Area Coordinator/ head or a guidance
seminar to Grade 12 learners Department Head counselor because a
focusing on the four exits envisioned school should have career
for SHS graduates—namely, higher Guidance pathing program headed
education, entrepreneurship, Counselor by the mentioned deped
employment, or middle-level skills personnel.
development. Afterward, she gives
them a survey to answer on what
they plan for their career
development after SHS.
Mark Anthony is preparing a budget Administrative The scene portrays a job
plan for the continuous improvement Officer of an Administrative
of the school for the month of Officer. The responsibility
August. He is also preparing the are Supervises and assists
financial report for the month of July. in the direction of a major
Both reports are subject to the department; assists a
approval of the School Head senior official in the
development of operating
procedures; confers with
him on matters affecting
personnel, policy and other
administrative problems;
makes complex
operational decisions;
supervises a number of
 Course 5
Miss Rhea prepares the receipt, Property
subordinate staff.
Miss Rhea's actions
issuance, maintenance, and Custodian portrayed the school's
safekeeping of supplies, materials, Property Custodian duties
and equipment and other propertiesRESPONDI
and facilities of the school. She also
and obligations.

conducts and maintains the

inventory of properties and prepares
NG TO
COMMUNI
the required reports for the School
Head’s reference.
TY
CONTEXTS

Required Task 2: Scenario Analysis

To foster harmonious relationships with the wider school community, it is important
to involve learners, parents, and other stakeholders in identifying and resolving issues
and concerns in the school community. Discuss how you can help in each scenario
and involve some key personnel who can help you resolve the following challenges.

Scenario 1
Teacher Lozano, the mother of one of your advisory students,
visited you in the school because of a bullying incident that you are not
aware of. She was very angry and disappointed about what happened
because the incident was not addressed and resolved properly. Her
daughter is still afraid and decided not to go to school that day. The
incident happened during science time because the teacher was late to
enter the class. You also had other classes to attend to and had no
chance to meet your advisory class during that time. Who should you
seek help to?

In order to halt the students' bullying, she needed to ask the science teacher if she
could arrive for class on time. However, in order to set up appropriate consequences for the
kids in question, she needed the guidance counselor's assistance. She should also alert the
parents or guardians of the bully student so they can discipline their youngster.

Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a friend,
messaged you on Facebook and told you that she will be absent
tomorrow. She asked you to substitute all her five classes. Without
letting you respond, she already sent you the learning materials for her
lessons tomorrow. However, you also have classes to attend and your
learners are expecting to deliver a performance task that they prepared
for. What are you going to do as a colleague and who should you direct
her to?

Because we are friends and colleagues in education, I must consent to Teacher

Mary Ann's request for assistance in determining if her situation was an emergency or an
urgent issue. First, I'll tell my friend to avoid skipping class, especially if she has a lot of
other obligations, and I'll remind her that we have a responsibility to our children. I will then
 Course 5
ask for their help as the floating instructors oversee handling such tasks when regular
teachers are unable to attend the class. I'll also suggest the teaching aids my friend gave
me so she could run the class and deliver the course more successfully.

RESPONDI
If in case that it is not an emergency, then I will tell her that I also have my class
to attend to. My class is my responsibility so I need to look after them.
NG TO
COMMUNI
TY
CONTEXTS

Scenario 3
Lito, the class president of your advisory class, was elected as
the president of the Supreme Student Government (SSG). After three
months, his subject teachers are having trouble with his class standing
because of his frequent absences and non-submission of required
written and performance tasks. Lito is getting overwhelmed with the
various school activities he manages. What are you going to do as the
adviser?

I will share to him my personal experiences that I also experienced to be part of the
student council. I was able to attend to my leadership and academic responsibilities very
well. I will ask him to manage his time carefully and to balance his academics and
leadership activities. I will also give him a chance to cope up with his unfinished activities
so he can cope up and pass the subject.

SESSION 5
COMMON/
STANDARDIZED SCHOOL
FORMS
Required Task 1: Preliminary Activity
Let us find out how familiar you are with school forms. Rate your level of familiarity
with the school forms listed. Tick/ check your response. Choose only one answer.
Answer only Very Familiar Familiar Needs
Standardized School
if teaching Further
Forms
in… Information
School Form (SF) 1 – School Register ES, JHS, SHS /
SF2 – Daily Attendance Report of Learners ES, JHS, SHS /
SF3 – Books Issued and Returned ES, JHS, SHS /
SF4 – Monthly Learner’s Movement and ES, JHS, SHS /
Attendance
SF5 – Report on Promotion and Learning Progress K, ES, JHS /
and Achievement
 Course 5
SF5A – End of Semester and School Year Learner
Status
SHS /
SF5B – List of Learners with Complete SHS SHS /
Requirements
SF6 – Summarized Report on Promotion RESPONDI
ES, JHS, SHS /
SF7 – School Personnel and Assignment List and ES,
Basic Profile
NG JHS, SHSTO /
COMMUNI
SF8 – Learner’s Basic Health and Nutrition Report K, ES, JHS, SHS /
SF9 – Learner’s Progress Report Card
TY
ES, JHS, SHS /
SF10 – Learner’s Permanent Record
CONTEXTS
ES, JHS, SHS /

Required Task 3: Scenario Analysis

Identify the school forms to be utilized in the following situations.
SITUATION ANSWER
Teacher Joanne is a newly hired substitute SF 3
teacher. She received a letter that a school
stakeholder would like to know what
reading materials are needed in her class.
In order to identify the learning areas which
have limited books, what school form shall
she consult?
Mrs. Anne, a parent, came to Teacher SF2
Danica, a teacher-adviser, complaining for
the remarks given in the report card
(SF10), “It would be helpful if you come to
school on a regular basis,” the parent
complained that her child never got absent
from class. What school form should you
refer to as an evidence to support the
remarks on SF10?
Teacher Nico is having trouble in finding SF8
school stakeholders that could help her
class in the feeding program. The majority
of her learners have a Body Mass Index
(BMI) outside the healthy range. What
school form informed her about this?
Parents need to be regularly informed of
their child’s academic achievement but you
failed to inform them. What school form
was not properly issued?
Jeanne Therese, a Grade 4 student, was
accidentally hit by a car outside the school
during class hour. You were given a
complaint of negligence on your part as a
teacher. You explained that the child was
absent in class that day. What school form
would support your testimony?
FEEDBACK
The SF3 form is a record of
books obtained by students
that must be retrieved at the
end of the school year.
You must present the SF2,
which contains the attendance
record of your class, which can
be your evidence regarding on
that student who received a
remark on his or her SF10.
To persuade a stakeholder,
you must provide your class's
SF8, which has a record of
your students' BMI, in order to
determine the students' needs
help so they will be included on
the feeding program.
SF9 Ascertain that the SF9, or
learner's report card, was
updated on a regular schedule,
and that the learner's parent
was kept informed.
SF2 Because the incident occurred
outside of school, you are not
responsible for your students;
however, you must produce
the SF2, which contains your
class's attendance record and
may serve as proof that the
student was absent that day.
 Course 5
Required Task 4: Scanning Files Indicate which of the forms shown in the table below
need/require the listed data by putting a tick in the appropriate columns.
School Name and ID - SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10,
RESPONDI
District/Division/Region- SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Name of Adviser- SF1 SF2 SF3 SF4 SF5 SF6 SF8 SF9 SF10
Final Rating- SF5, SF9 AND SF10
LRN- SF1,SF9 AND SF10,SF8
NG TO
Nutritional Status -SF8 COMMUNI
Nature of Appointment/ Employment Status -SF7
TY
End of School Year SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Status Registered Learner as of End of the Month -SF2 AND SF1
Book/Module Title SF3 CONTEXTS

SESSION 6
PREPARATION AND
CHECKING OF SCHOOL
Required Task 2: True or False. FORMS
Write TRUE if the statement is correct and FALSE if incorrect. If FALSE, determine
the reason/s why the statement is incorrect.
Questions Answer Feedback
Teacher Jopay, a Grade 1 FALSE She must attach supporting documents to
teacher, prepared 2 assure the correctness and consistency of
copies of SF10-ES data.
without attaching any
documents for the
checking of her forms.
Teacher Rochelle, a TRUE SF 10 is a primary basis before encoding any
Grade 7 class adviser, data in the preceding level.
could not encode the
SF10-JHS of one of her
learners because of the
absence of SF10-ES as
the attachment.
Aira finished the Grade 8 FALSE She is not transferring to another school, this
level and would like to case there is no need to ask for a copy of F10
continue her studies in the because automatically the adviser should
same school. She asked have this document.
for her SF10 and would
like to submit it to her
soon-to-be adviser.
Che-che transferred out to FALSE The transaction of SF10should be school to
continue Grade 11 to school. A request should be furnished first
another school, she needs before you can get the permanent record.
to bring a photocopy of Original copy should be given not the
her SF10. photocopy.
Upon the receipt of the TRUE You can release student’s permanent record
written request, Teacher if there is a request from the school where the
Mia, the designated student is currently enrolled.
record-keeper of the
school, prepared the
pertinent documents of
the learner and sent it to
 Course 5
the requesting school

RESPONDI
NG TO
COMMUNI
TY
CONTEXTS

Required Task 2: Interview Conduct an interview with at least two teachers who have
been in the profession for five years or more and ask what they think, feel, and do
before, during, and after reading and checking the forms. Write your findings in bullet
form.
BEFORE DURING AFTER
THINK  Accuracy  Assure that the  Recheck the forms
of data/ formula and input
correctness data are correct
of
FEEL  Nervous  Ready  relieve
Pressured
DO  Prepare  Input the data with  Correct all the data
the data accuracy and error
correctness.

Required Task 3: Quiz True or False. Indicate whether the following statements are true
or false.
STATEMENT
At the end of the school year, a
kindergarten teacher will prepare a
report on learners’ progress to
inform parents using SF10.
Information in the SF1 is consistent
with what is written in the Birth
Certificate.
The List of Graduates and
documents/ reports in relation to
the ranking of honors shall be
prepared and checked.
The learner’s academic records
shall be the basis of the adviser for
enrolling or validating the said
learner in the LIS.
SF 2 is the official enrollment list of
the class and shall be used as
reference in any other reporting
that requires the list of officially
ANSWER FEEDBACK
False It should be SF9- Learners’
progress report. There is no F 10
for Kindergarten
TRUE There should be a consistency in
data across all forms.
TRUE This to assure that correct data
will be presented to avoid
controversies and conflicting
issues.
TRUE Especially the SF 10 of the
learner.
FALSE The reference should be SF1
which refers to School Register
 Course 5
enrolled learners

RESPONDI
NG TO
COMMUNI
TY
CONTEXTS

MODULE 2- Relevant Laws for Teachers

SESSION 1
MAGNA CARTA FOR
PUBLIC SCHOOL
TEACHERS
Required Task 1: Policy Reading
Read the Magna Carta for Public School Teachers. Write down portions in the
document that you think might be helpful as you practice your profession or those that
you would like more elaborations or clarifications on. Discuss them with your mentor.
You may use the format below. An example is provided for you.
Topic and Page number Queries Input/Response from the Mentor/s
or from the LAC session
Section 11, page __ Could I be in the same The appropriate authorities
Provision for Married school as my husband/ first should make every effort to
Teachers degree family member? permit married teachers who
work in the same public school
district.
Section 12, Academic Am I allowed to study Academic independence is
Freedom without informing my necessary for teachers to fulfill
working school? their professional obligations,
especially when it comes to
choosing their own teaching
methods and asking no one
else for approval.
Section 13, Teaching Am I required to go to my Where the needs of the service
Hours working school at 7am to so demand, any teacher may
4pm? be required to render more
than six hours of actual
classroom teaching per day, as
long as it doesn't exceed eight
hours. Any teacher engaged in
actual classroom instruction
shall not be required to render
more than six hours of actual
classroom teaching per day,
 Course 5 which shall be scheduled to
allow him time to prepare and
correct exercises and other
work incidental to his normal
RESPONDI teaching duties.

NG TO
COMMUNI
TY
CONTEXTS

Required Task 2: Case Study Read the following cases with your mentor. Use the
Magna Carta for Public School Teacher as a tool to navigate and solve the problems in
the given scenario.
Scenarios Issues and concern Related Provisions in How should the
the Magna Carta matter be
properly
resolved?
Scenario 1: Teacher Ana was Section 12. Academic Teacher Ana
Teacher Ana is a active in postering Freedom. Teachers knows what is best
Science teacher variety of learning shall enjoy academic for her class and
in a Senior High strategies to engage freedom in the she has the right
School and has her learners but discharge of their to employ any
been very active suddenly Teacher professional duties, strategies she
in fostering a Jurado found her particularly with regard think that might
variety of learning teaching techniques to teaching and help learners to
strategies to quite disturbing. classroom methods. understand the
engage her lesson.
learners in
learning their
topics. She would
mostly ask her
learners to do
outdoor activities,
explore the
surroundings and
come up with
hypotheses
related to their
topic. Teacher
Jurado, the 53-
yearold Grade
Level Chair,
found this
teaching
technique of
Teacher Ana
 Course 5
Castro quite
disturbing since
he believed that
Science could be
better learned
through
RESPONDI
experiments
within
NG TO
laboratories and
paper-and-pencil
COMMUNI
exams. He raised
this concern to
TY
the principal and
has asked
CONTEXTS
Teacher Castro
to explain her
side of the matter

Scenario 2: Teacher Teacher Connie's Sec. 8. Safeguards in The school's

Connie was a newly- co-teacher, who Disciplinary Procedure. administrators
assigned English was just next to Every teacher shall should host a
public school teacher her classroom, enjoy equitable seminar to rekindle
in Mataas na Nayon was not safeguards at each instructors'
High School, and as managing the stage of any passion for their
she started to adapt in class well and disciplinary procedure work while also
the new setting of the was unconcerned and shall have: offering fresh
school, she noticed about her (D. The right to appeal approaches to
something in one of students' to clearly designated motivating and
the more seasoned misbehavior. This authorities. ) controlling the
teachers in the same would have an classroom. To
department whose impact on ensure that the
classroom is just next Teacher Connie's teaching and
to her. Most of the class. learning process is
time, she would improved, they
observe the teacher to must also
be giving short communicate with
discussions among her the worried
learners and would teachers, providing
leave them to do their advice and
own thing while she directives.
also sat on the
teacher’s chair
scrolling her phone,
not minding how the
class is misbehaving.
In turn, this would
affect the class of
Teacher Connie as the
learners in the next
classroom would tend
to be noisy. When she
could no longer keep
her frustration, she
went to the classroom
 Course 5
of her co-teachers and
gently confronted her
about the situation.
Then, the other
teacher answered,
“Well, this is how I
RESPONDI
wanted to teach, I
have the academic
NG TO
freedom to utilize my
time no matter how I
COMMUNI
want it. You should try
it, too” and left Teacher
TY
Connie dumbfounded. CONTEXTS

Scenario 3: Teacher Teacher Antonio Section 24. Study Teacher Antonio

Antonio is an Araling was asking to set Leave. should be able to
Panlipunan Teacher in an appointment use academic
public high school for 5 with the regent of autonomy in
years. He is taking up the university to carrying out his
his Master’s Degree in enroll himself for professional
Demographics and the final term to responsibilities,
now in his final year to finish Master’s particularly in
finish the program. He Degree thinking terms of teaching
would only need to that he will be and classroom
complete his Thesis given the Study methods. The
Study to fully graduate Leave Allowance principal must
from the program. He by the school. grant Teacher
asked to set an Antonio's request
appointment with the and provide the
regent of the university necessary
to enroll himself for the documentation
final term thinking that and records, since
he will be given the it is his right and
Study Leave will benefit their
Allowance by the school.
school. The next day,
he talked with the
principal about his
plans, and how he
thinks his study will
also help the school in
the long run.
Scenario 4: Teacher Teacher Sec. 27. Freedom to In order to
Sareemah moved from Sareemah was a Organize. advance and
Mindanao to muslim who protect their
Pampanga and was wished to practice interests, teachers
successfully employed her costoms as a in public schools
to teach in a public muslim, but the are free to start
school. Rooted in her Grade level and join any local
 Course 5
Islam culture and
tradition, Teacher
coordinator gave
her a class
or national groups
of their choosing.
Sareemah wishes to schedule that Teacher
practice her customs conflicts with her Sareemah has to
as a Muslim, like not
eating pork, wearing
RESPONDI
prayer time at
Duhor (midday).
let her principal
and grade level
her hijab when going
to school, and praying
NG TO coordinator know
and request that
five times a day.
However, at the
COMMUNI her
preferences
religious
be
beginning of the school
year, she realized that
TY taken into account
when creating a
the Grade Level
Coordinator gave her a
CONTEXTS schedule.

class schedule that

conflicts with her
prayer time at Duhor
(midday).

Scenario 5: Teacher Teacher Alonzo Sec. 8. Safeguards in Teacher Alonzo

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

Scenario 6: After They created an Sec. 27. Freedom to Public school

strong typhoons that organization that Organize. teachers are free
caused multiple promotes helping to start and join
damages on the the families organizations of
production of the affected by the their choosing,
commodities in their typhoon and able whether local or
area farmed and tilled to raise more international, to
by the parents of the than P100,00O further and defend
learners of Teacher which is more their interests
Carla, she felt than enough to without prior
compelled to do help their target consent. This
something to help number of means that their
them, particularly in families. response to the
providing for their She even victims of the
essential needs. But encouraged her typhoon was both
as she checked on her co-teachers to right and excellent.
funds, she realized participate on the In order to support
that it would not even pond raising and their educational
suffice for the needs of utilize the power objectives, they
three families, so she of social media. might also use it to
thought hard and entice more
looked into her social stakeholders to
media about some their school.
relief operations being
done by organizing a
donation fund. After
this, she immediately
messaged her co-
teachers who are also
living within the area
and asked them to
contribute. Until
eventually, they were
able to come up with a
group name, created
 Course 5
an announcement
banner which they
posted on their social
media accounts, and
started to reach out to
different individuals
RESPONDI
and organizations to
help them in their
NG TO
cause. At the end of
their target date, they
COMMUNI
were able to raise
more than PhP
TY
100,000.00, which they
utilized in buying the
CONTEXTS
needs of more than 50
farmers and their
families.

Scenario 7: Teacher Teacher Justine Sec. 25. Indefinite Teachers in public

Justine is excited felt uneasy and Leave. schools are not
about giving birth to troubled because required to work
her first baby as a she was worried during vacation;
public-school teacher that she won’t be nevertheless, in
for just over three able to avail the the case of
years in Macalintal full benefits of Teacher Justine, it
National Science High maternity leave may be favorable
School. She is in the since she gave that she gave birth
third trimester of her birth during the before her due
pregnancy and is vacation season, date, as she may
expecting to give birth which was prior utilize the vacation
in the month of June, on her target date days to heal
which she thought is to use her properly and then
the perfect time to use maternity leave. enjoy her paid
her maternity leave maternity leave
and avail its full without reporting
benefits. However, due to her school. If
to some pregnancy she manages to
issues, she started to report on the first
feel labor contractions day of the school
early May, which is still year in June, she
technically part of the may be eligible for
vacation season of the a double pay
school. A few days income for the
after giving birth, month of May.
Teacher Justine felt
uneasy and troubled
because she was
worried that she won’t
be able to avail the full
benefits of maternity
leave due to the fact
that she gave birth
 Course 5
during the vacation
season.
Required Task 3:
Essential question: How does the Magna Carta for Public School Teachers impact my
professional duties as a teacher?
Provisions in the Magna
Carta for Public School
Teachers
1. Section 13. Teaching
Hours. Any teacher
engaged in actual
classroom instruction shall
not be required to render
more than 6 hours of
actual classroom teaching
per day. Provided,
however, that where the
exigencies of the service
so require, any teacher
may be required to render
more than 6 hours, but not
exceeding 8 hours of
actual teaching hours a
day.
2. Section 10. No
Discrimination. There
shall be no discrimination
(i.e., gender, cultural,
religious, disability, etc.)
whatsoever in the
entrance to the teaching
RESPONDI
NG TO
COMMUNI
TY
CONTEXTS
Implications for your professional Notes from the LAC session
duties as a teacher
This section on Magna Carta Any teacher engaged in
for Public School Teachers has actual classroom
the following implications for instruction shall not be
my professional obligations as required to render more
a teacher: I may utilize my than six hours of actual
excess time to prepare for my classroom teaching per
next class and even settle all day, which shall be
my ancillaries to maintain a scheduled to allow him
healthy routine as a teacher. time to prepare and
This also assists me in dealing correct exercises and
with other issues such as family other work incidental to
matters and others. The his normal teaching
teaching and learning process duties: Provided,
can also be simplified if we however, that where the
employ tactics that promote exigencies of the service
learning. so require, any teacher
may be required to render
more than six hours but
not more than eight hours
of actual classroom
teaching per day.
Despite the fact that I am a There should be no
professional teacher, I am free prejudice in entering the
to practice my religious and teaching profession,
cultural views. Because there practicing it, or
are no limitations, we may be terminating it based on
able to apply our strengths and anything other than
expertise in teaching. professional
 Course 5
profession, and/or during
in exercising its duties or
considerations.

even in the termination of

tenure in service.
3. Section 27. Freedom to
Organize. Public school
We RESPONDI
may organize
organization to assist us in
an Teachers in public
schools must have the
teachers shall have the
right to freely and without
NG TO
meeting the needs of our
students, as well as the school
freedom to form and join
organizations of their
previous authorization
both to establish and to
COMMUNI
and its surroundings. Promotes
activities that will benefit both
choice, whether local or
national, to develop and
join organizations of their
choosing, whether local or
TY
our students and ourselves as
instructors.
defend their interests
without prior
national to further and
defend their interests.
CONTEXTS authorization.

4. Section 8. Safeguards in If necessary, we can At each level of any

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

SESSION 1
THE CODE OF ETHICS
FOR PROFESSIONAL
TEACHERS
Required Task 1: Scenario Analysis
Read the Code of Ethics for Professional Teachers and reflect on your practice as a
teacher. Guided by your understanding of the Code of Ethics for Professional
Teachers, identify the provisions that can guide you to come up with the best action.
Discuss with your mentor and write your answers on the space provided in each
number.

Scenario 1:
Teacher Antonio received a complaint from the father of one of
his advisory students regarding the grade of his daughter in English.
The father told him that the student struggles in English but she is very
persistent to learn. He insisted that his daughter did not deserve to
receive a failing mark and demanded a reconsideration. However,
Teacher Antonio knows that the student skips classes and seldom
goes to her English classes. As a homeroom adviser, what’s the best
thing for Teacher Antonio to do following the Code of Ethics for
Professional Teachers? Write your answer in 5-7 sentences in the
space provided below. Once done, discuss this topic with your mentor.

According to Section 8 of the Magna Carta for Public School Teachers, Teacher
Antonio had the right to defend himself by presenting relevant information, and he also had
 Course 5
the right to hire an advocate if necessary. Safeguards for the disciplinary procedure. He
could use the SF2 to show that the absenteeism of the concerned students occurred
frequently during his class, or he could use his grade point average to show that the
statement provided was accurate and that simply showing concern for the child's grades
RESPONDI
was a teacher's method of motivating the students.

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

Teacher Ronnie needs to be given advice regarding his obligations and

responsibilities as a teacher in a public school. His managers must consult with him and
offer advice so that he is aware of the benefits of attending a seminar. He was actually
fortunate to be invited because the conference he would be attending would help him to
gain new knowledge. Code of Professional Conduct for Teachers, Section 7, of the Magna
Carta for Public School TeacherTeachers must act and speak in a professional manner.

Scenario 3:
Malaban National High School is scheduled to hold its Reading
Camp on a Saturday. Teacher Dina, who is enrolled in a Master’s degree
program, informed the principal that she could not make it as she needs to
take her comprehensive examination. Prior to the school’s Reading Camp,
Teacher Dina already expressed her intent to take a leave from the
Reading Camp. The principal also knew that she has classes every
Saturday. However, due to the work demands of the Reading Camp
preparations, she requested Teacher Dina to render her service on that
day. The School Head told her that she could help her get permission from
the university to take a leave and reschedule her comprehensive
examination. Choose the best answer in the scenario below.

Prompt Answer Feedback

If you were in the situation of
Teacher Dina, what would you
do?
a. I will just pronounce my
absence during the Reading
Camp without having the
principal’s permission.
b. I will follow the advice of my
principal and request for an
excuse letter that I can give to the
university. c. I will negotiate with
the principal and tell her that I
B. I will follow the In the exigency of service ,
advice of my principal the teacher must follow the
and request for an orders of the principal.
excuse letter that I If there is a possible way to
can give to the take the comprehensive
university examination then you can just
reschedule it.
Think of the most plausible
solution that could be equally
beneficial to both parties. The
school principal has the
authority to decide which
 Course 5
need to take the examination in
order to proceed to my master’s
options are best in a
particular situation. In the
thesis. In exchange, I will offer to same way, as a proactive
render extra service in lieu of the teacher, present options that
day when I can’t render service.
d. I will negotiate with the
RESPONDI align with your values as
educators and find a common
principal and tell her that I need
to take the examination. To
NG TO ground. (refer to Article VII
Section 1 and Section 3 of
recompense my absence, I will
offer to invite an external
COMMUNI the Code of Ethics for
Professional Teachers)
resource person that could help
in the success of the Reading
TY
Camp.
Which of the following provisions
CONTEXTS
b. Sections 1 and 3 of (the scenario refers to Article
in the Code of Ethics for Article VII VII Section 1 and Section 3 of
Professional Teachers covers the the Code of Ethics for
particular scenario? Professional Teachers)
a. Sections 1 and 2 of Article VI
b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

Required Task 1: Case Study Read the following cases with your mentor. Use the
Code of Ethics for Professional Teachers as a tool to navigate and solve the problems
in the given scenario:
Provisions in the Code of
Ethics for Professional
Teachers
Scenario 1: Teacher
Suzette is a new teacher
in Mapayapa High School
and was appointed as the
Campus Journalism
advisor while also
handling a Grade 9
advisory class. She
always arrives early for
her morning classes and
leaves school late in the
afternoon to finish
coaching student
journalists. Her mentors
and colleagues always
remind her that she
should work smartly and
avoid staying at school
very late.
Scenario 2: Teacher
Arthur is a first-year
HUMSS teacher who
teaches primarily Grade
Implications for your professional
duties as a teacher
You need to evaluate and
properly manage your time if
you want to sustain a good
habit. You are allowed to ask
your coworkers for help if
necessary to complete your
tasks without going over your
allotted working hours.
According to the Code of Ethics
for Professional Teachers,
teachers are not expected to
offer more than six hours of
actual classroom instruction
every day. As a result, you
must manage your time to
avoid leaving the school late
and potentially upsetting your
coworkers.
Teacher Arthur might attend his
students' graduation
celebration after the
conversation over the
Notes from the LAC session
Teachers are not required
to provide more than six
hours of real classroom
instruction each day,
according to the Code of
Ethics for Professional
Teachers, any teacher may
be required to render more
than six hours but not
exceeding eight hours of
actual classroom teaching
a day
Any teacher engaged in
actual classroom
instruction shall not be
required to render more
 Course 5
12 learners. At the end of
the year, several of the
graduation ceremony. In order
for the meeting to last only a
than six hours of actual
classroom teaching per
seniors invited him to a few hours, instructors won't be day, which shall be
graduation party including required to work for longer than scheduled to allow him
some teachers. His
students wanted their
RESPONDI
six hours, and even then it will
only be for a short time.
time to prepare and correct
exercises and other work
teachers to join the party
to celebrate the the
NG TO
Principals are always aware of
regulations governing
incidental to his normal
teaching duties: Provided,
graduation of their batch.
The Faculty Coordinator
COMMUNI
working hours. however, that where the
exigencies of the service
called a meeting to
discuss the graduation
TY so require, any teacher
may be required to render
ceremony. Majority of the
faculty decided not to go
CONTEXTS more than six hours but not
more than eight hours of
but your students are actual classroom teaching
pleading for you to come. per day.

Scenario 3: Teacher Larry is a Grade Larry, the teacher, may be Co-curricular and
10 Science teacher. He had been able to pursue other jobs out-of-school
struggling financially since her wife’s to supplement his family's activities, as well as
deposition from work. The parents of income. He must any other activities
one of his students asked Teacher recommend a buddy who outside of what is
Larry to tutor their daughter since is capable of tutoring the defined as a
they found out that she failed her pupil. And, if he truly teacher's normal
periodical exam. However, the School intended to aid the student, duties, shall be
Head stressed that teachers should he may provide a remedial compensated at
not offer tutoring services to their session and examination least 25% of his
learners for remuneration. for those who had a poor regular
grade on the quarterly remuneration after
exam. Co-curricula and the teacher has
out-of-school activities, as completed at least
well as any other activities six hours of actual
outside of what is defined classroom teaching
as normal duties of any per day,
teacher, shall be paid an notwithstanding any
additional compensation of provision of existing
at least 25% of his regular law to the contrary.
remuneration after the
teacher has completed at
least six hours of work,
notwithstanding any
provision of existing law to
 Course 5 the contrary.
However, he must comply
with the Principal's rule
that teachers not charge
RESPONDI
for tutoring services
provided to their students.
Scenario 4: Teacher Eli, a 55-year-old NG TO Teacher Eli should not use Students can only
Grade 11 English teacher had been her position as a teacher to be involved in
struggling with her finances for the
previous months since she had applied
COMMUNI
persuade students to buy
her products; instead, she
business
instructor
if the
and
for a loan which she used for her health
maintenance and the renovations of their TY should follow the school's
existing rules if such
school have
followed the proper
CONTEXTS
house. Finding herself in the difficult
situation, she had an idea of doing buy- behavior is prohibited, and
on the other hand, she
procedure
collaboration.
for
A
and-sell to her neighbors, but it did not
suffice so she searched for other should consider starting a teacher may only
opportunities and she identified her new business that will not provide services
learners as one of her markets. Every 15 potentially ruin her that are connected
minutes before the end of class, she profession, particularly to the learning
would bring out her rummage of items when students are process and is only
that she sells to learners and would tell involved. She could just entitled to a 25%
them that if they do not buy at least 2 conduct her business extra pay. And do
items, she will not give them a passing
outside of the school after not use your
mark. And so, the learners buy her items
until one day, she has been reported by
her duties on the school, position to promote
one of the learners to the principal’s so as not to compromise your business.
office and was called up for interrogation. her career.

Scenario 5: Raya was a slow learner in Bullying must be avoided Maintain a healthy
almost all of the subject areas, if teacher Reya is to keep atmosphere to your
especially Mathematics. While her students in a positive learners.
discussing linear equations, her environment. She ought
teacher called her up to answer one of to instruct them not to
the equations. She went close to the joke around with their
board trying her hardest to answer the peers while they are
calculations but was not able to write putting in their best effort.
the correct answer. When she Instead, they must help
presented her equation to her teacher, their peers understand
she saw her classmates laugh. She felt and handle the subject.
very embarrassed. She must uphold her
duties and commitments
as a teacher in order to
give the kids a secure
and healthy learning
environment, as outlined
in the teacher's code of
conduct.

MY PLEDGE OF COMMITMENT
I,JAY-R M. NUESTRO, of MAASIN HIGH SCHOOL having been appointed to the
position of TEACHER II solemnly swear that I will well and faithfully discharge to the best
of my ability the duties of my present position and of all others I may hereafter hold under
the Republic of the Philippines, that I will support and defend the Constitution of the
Philippines, that I will bear true faith and allegiance to the same that I will obey the laws,
legal orders and Decrees promulgated by the duly constituted authorities of the Republic
 Course 5
of the Philippines and that I impose this obligation upon myself voluntary without mental
reservation or purpose of evasion.

Required Task 2: Answer the following questions Now that you are done reading and
RESPONDI
analyzing the different provisions and articles specified in the Code of Ethics for
Professional Teachers, please share your insights focusing on the learning that you
NG TO
gained from this session and at the same time, other information that you think is
COMMUNI
necessary to understand the Code of Ethics. Discuss with your mentor.

What are your significant learnings? TY

Answer:
CONTEXTS
Policies are important because they help a school establish operating procedures
and create standards of quality for learning and teaching, as well as set out expectations
and accountability.
Due to teachers' contributions to the growth of the country, laws were made to
safeguard their welfare and to advance, strengthen, and guarantee their professional
rights. Regulations that may limit us but also urge us to keep our personalities, conduct
ourselves professionally, and set an example for our pupils protect teachers.

How will these learnings be of help to you as a teacher?

Answer:
Policies are important because they help a school establish operating procedures
and create standards of quality for learning and teaching, as well as set out expectations

and accountability. Without these, schools would lack the structure and function
necessary to provide the educational needs of students. Therefore, policies are key for
the success of a school, and provide many other privileges provided they are written well,
to the point and kept up to date. It is important for us to be knowledgeable on the legal
bases because it serves as a guide for us teachers on how to properly deal with our
students. Legal bases are provisions that gives limitations to both the teacher and
students to avoid instances that may violate the rights of the two parties. Understanding
these legal bases could help us in knowing what are the things that a teacher must do
and vice versa.

What other information related to the Code of Ethics do you want to know? Please
elaborate. How will these learnings be of help to you as a teacher?
Teacher must exhibit strong character attributes such as perseverance, honesty,
respect, lawfulness, fairness, patience, and unity. Teacher must fully dedicate
themselves to the teaching profession. These lessons have helped me to better
understand my role as a teacher and my main duties to the students I teach. They also
serve as a guide for always acting appropriately in front of the learning community.
Course 5
RESPONDI
NG TO
COMMUNI
TY
CONTEXTS