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Module 1 – deped organizational structure and
processes
Required Task 1: Activity
: Identify the turning points in the history of public education in the Philippines. The pre-colonial era
and the Spanish colonial period are already done for you
Stages of Development (What
are the different time periods
identified in the article?)
Pre-colonial Period
Spanish Colonial Period
American Colonial Rule
Contemporary Society (Third
Republic-Present)
Events (What are the Implications (How does this
educational developments affect the succeeding public
brought by this time/period?) education system?)
Education was informal, Essential learning was
unstructured, and devoid of prioritized during this period
methods. Children were
provided more vocational
training and less academics
(3Rs) by their parents and in
the houses of tribal tutors
The tribal tutors were replaced Formalization of education
by the Spanish missionaries. with defined administration
Education was religion and management by the
oriented. Spanish colonial government
It was for the elite, especially
in the early years of Spanish
colonization. Access to
education by the Filipinos was
later liberalized through the
enactment of the Educational
Decree of 1863. Education
during that period was
inadequate, suppressed, and
controlled
 enabled it to reach the Filipino All public schools now offer
people and disseminate its instruction in English.
cultural values, particularly the
English language. The teaching
of English and American
history contributes to the
development of Filipino
nationalism and a sense of
national identity.
Throughout this historical by institutionalizing a
period, education and curriculum that meets the
contemporary society have demands of the modern world.
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been mutually dependent. which will lead to the school

National societies anticipate producing competent students.
that their educational systems
will support the development
and maintenance of the
distinctive and highly valued
characteristics of their
societies and offer educational
opportunities that will enable
their citizens to contribute
productively to their
communities and the global
community.

Required Task 2: Reflection Questions

1. What educational practices observed in the historical stages of development are the foundational
elements of education in the Philippines?

The 1863 decree marked the beginning of formal education in the Philippines. The decree was
approved by José Rizal, who was very passionate about the importance of learning. The decree
required that all children were to attend public schools at no cost to the parents. Universities and
high schools were created through the sponsorship of Americanized families interested in expanding
their knowledge base.

2. Which turning point in the history of the public education system has huge implications in the
development of the Department of Education?

The colonization had a significant influence on the development, establishment, and organization
of our current educational system. As it attempts to create an educational system that satisfies the
demands and expectations of society, numerous changes have been made over time. The growth of
our nation's educational system reflected the colonization's focus on continuous improvement.

3. What are the implications of the trifocalization of education in the administration and management
of education in the Philippines?

The trifocal educational system refocused DECS's responsibility to basic education, which includes
non-formal education like culture and sports as well as elementary and secondary education. The
middle-level postsecondary workforce training and development is now managed by TESDA, while
higher education is handled by CHED. In addition to providing for the establishment and maintenance
of a full, adequate, and integrated system of basic education pertinent to the objectives of national
development, it also supervises all elementary and secondary educational institutions, including
alternative learning systems that are both public and private.

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Key Topic 3: The Governance of Basic Education Act

Required Task 1: Writing Task

1. As part of the DepEd, how can you contribute to successfully implement programs of the
Department and carry out its purpose and objectives? Give specific ways and examples.

As part of the DepEd, I can contribute to successfully implement programs of the Department by
ensuring that all staff are familiar with the programs and their goals. In addition, I can help
disseminate information to teachers and other stakeholders through dissemination of materials such
as e-learning modules, course manuals, and other relevant information. Further, being aware of what
materials are available online in terms of best practices and recommended practices on certain
subject areas will provide some much-needed support.

2. RA No. 9155 states that “the school shall be the heart of the formal education system.” How
does this statement relate to you as a teacher and as a part of a larger organizational landscape?

The school shall be the heart of the formal education system. This is one of the guiding principles
and a fundamental belief that all individuals in our schools must play an integral role as drivers to
advancing and improving education as a whole. It establishes a shared responsibility amongst all
stakeholders towards ensuring that children succeed in their learning, as well as developing their
human, social and emotional capacities. The purpose of public education is not only to provide young
people with basic skills but also instill values that will enable them to thrive in society.

3. Write down the best practices being implemented in your school that align with the provisions
stated in RA No. 9155. Share it with your mentor/colleagues.

Project Senior Cares is where teachers create a contextualized learning module to facilitate and
organize students’ learning in a variety of subject areas. It has simplified activities to make the lesson
easier for the students and more understandable. It gives a good result in the learning of each
student to improve even more in learning.

Session 2: the deped central offices

Preliminary Activity: KWL Chart

Know Want Learned

(What you know)
The DepED is structured into
two main structural elements.
The central office continues to
oversee basic education policy
at the national level.
(What you want to know)
I want to know how the
Department improves to
ensure that its personnel are
supported and guided to fulfill
their roles towards achieving
3
(What you have learned after the
session)
I discovered that the
Department of Education is in
charge of overseeing all public
and private elementary and
secondary schools, as well as
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Field Offices, which include the
regions, divisions, schools, and
LCs, are in charge of
coordinating and carrying out
the Departments' regional and
local mandates.
the vision, mission and goals of
the department.
alternative learning systems,
and is in charge of establishing
and maintaining a
comprehensive, adequate, and
integrated basic education
system that supports societal
development objectives. Two
components of the
organizational structure
oversee all of the educational
policies and principles.

Key Topic 1: The DepEd Management Structure

Required Task 1: Policy Reading

1. Why is there a need to rationalize and restructure the Department of Education?

The Department of Education has been criticized for its poor quality of services, low
productivity, and lack of innovation in the provision of education. The Department also faces several
challenges including a proliferation of competing private schools and universities, as well as a
growing number of international students studying abroad. At present, new Philippine laws and
policies like the Free Public Higher Education Law have been implemented, which brings further
confusion to the education sector. These laws are expected to improve education standards in terms
of quality, accountability and access.

2. In what ways can the restructured DepEd, through the Rationalization Program, help you as a
DepEd personnel and a public-school teacher?
Through the rationalization program, DepEd has placed a particular emphasis on assigning
personnel to high-performing schools, where educators can receive improved training and gain
valuable experience. Teachers who are assigned to existing DepEd schools have the opportunity of
being mentored by teaching professionals and peers, as well as having access to advanced classroom
technology. In this way, I believe the rationalization program is beneficial not only to me as an
educator but also to my professional growth – after all, who knows better than another teacher
which mentor would be best suited for my career development.

4

Required Task 2: Identification
Scenario
Teacher Jeanne is a “teacher to
the barrio” who is dedicated to
providing basic education to
the pupils in a geographically
isolated community in her
province. She was deployed to
educate the pupils with a
parallel module to that of
formal elementary education
but in a relatively informal
setting and schedule
Teacher Jonnalyn is a
permanent teacher who is
facing financial challenges.
Once her prior loans were
paid, she directly proceeds to
take out another loan. The
cycle of financial debt goes on.
Teacher Arvin, the school’s
basketball coach, focused not
only on the psychomotor skills
of his players but also on the
development of mental
discipline and social values
through after-school sports
programs
Answers
The Department of Education's
Finance and Administration
organizational strand, which is
in charge of ensuring the
effectiveness to support the
organization as a whole to
focus on its core business and
subsequently achieve its goals
through the provision of
finance and administrative
services, is the specific DepEd
organizational strand that will
promote or can help Teacher
Jeanne's condition.
The specific DepEd
organizational strand that will
support or be of assistance to
Teacher Jonnalyn is the finance
and administration one. This
strand makes sure that the
organization as a whole is
efficient in order to support
the organization's overall focus
on its core business and
achieve its goals by providing
finance and administrative
services.
The specific DepEd
organizational strand that will
promote or can help Teacher
Arvin's concern is the
Curriculum and Instruction
strand, which is in charge of
making sure the organization
concentrates on delivering a
basic education curriculum
that is pertinent, responsive,
and effective and around
which all other strands and
offices provide support.
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TEACHER INDUCTION PROGRAM
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Feedback
By following the right
procedures and contacting the
Governance and Operation
strand for assistance, Teacher
Jeanne's difficulty and worry
can be resolved.
The office may be able to assist
Teacher Jonnalyn with her issue
by providing financial advice
and help. For the said office to
conduct and offer programs to
address this type of issue, the
scenario presented by teachers
Jonnalyn might also be taken
into consideration.
The Department of Education's
Curriculum and Instruction
strand can create programs and
curriculum that will fulfill the
needs of the students without
interfering with the availability
and schedule of students or
teachers with the help of
Teacher Arvin's
recommendations or concerns.

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.
Session 3: the deped regional office and schools
division offices
Required Task 1: Identification
Function
To ensure access, promote equity,
and improve the quality of basic
education in the regions and the
school’s divisions by taking the lead
in policy and direction setting,
standard-setting and enforcement,
partnership building, and
networking with stakeholders of
education, and by effectively and
efficiently managing the financial,
human, and physical resources of
the region
To ensure full implementation of
the articulated basic education
curriculum (pre-school,
elementary, secondary, ALS), its
The office that can help
Teacher Edith is the
Department of Education's
Legal and Legislative Affairs
strand, which is in charge of
strengthening the
department's ability to handle
legal issues and being
proactive in advancing its
legislative agenda.
The Office of the Secretary, a
division of the Department of
Education, offers overarching
national leadership and
guidance. The OSec includes
organizations that support and
are attached to DepEd. is the
department who can help
Teacher Nannete
Answer
B. Office of the Regional Director
E. Curriculum and Learning
Management
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For a seamless and effective
promotion procedure, Teacher
Edith needs to be made aware
of the necessary paperwork
and credits. By holding an
orientation or even presenting
a list of the necessary
documents, Legal and
Legislative Affairs should make
sure that all teachers are aware
of this issue in order to prevent
misconceptions.
Teacher Nannete should wait
for a directive from higher
authority or the DepEd
Organization's Office of the
Secretary before canceling
classes due to inclement
weather. She must first protect
her pupils from harm by never
leaving them unattended,
especially in bad weather.
Feedback
The Office of the Regional
Director guarantees the
organization's ability to
continuously develop and be
strategic in managing the setting
in which "teaching and learning"
takes place.
The strand of Curriculum and
Instruction makes sure that the
organization is focused on
delivering a basic education

localization/indigenization, and
increase access to quality and
varied learning resources towards
improvement in the quality
learning outcomes.
To support the delivery of basic
education programs, projects, and
needed resources to the school’s
divisions in order to create an
environment conducive to learning
and ensure learner readiness to
learn through: School Health and
Nutrition, Education Facilities, and
Program & Services (DRRM, School
Sports, Guidance & Counselling)
To coordinate and integrate the
provision of technical assistance
(TA) to schools’ divisions with the
purpose of facilitating the delivery
of quality basic education and
creating an enabling environment
for schools and learning centers.
To ensure compliance with
standards of quality basic
education by assessing, monitoring,
and evaluating the region and
school’s division performances to
inform decision making and guide
policy directions in the region
toward continuous improvement.
To facilitate the implementation of
education plans, policies, and
standards in all areas of basic
education in the region through
the conduct of research studies
and maintenance of Regional
Education Planning and Data
Management Systems.
F. Education Support Services
C.Field Technical Assistance
(FTA)
G. Quality Assurance Division
G. Policy, Planning & Research
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curriculum that is relevant,
responsive, and effective, around
which all other strands and offices
provide support.
The Education Support Services
aids in the provision of
fundamental education by
providing the Schools Divisions
with the resources they require,
programs, and projects in order to
foster a learning environment and
assure learner preparation.
FTA Coordinates and
integrates the delivery of
technical assistance (TA) to school
divisions in order to facilitate the
creation of a supportive
environment for schools and
learning centers and the
facilitation of the delivery of high-
quality basic education.
The Quality Assurance Division
fuctions through reviewing,
monitoring, and evaluating the
area's and the schools division's
performance, to help inform
decision-making and influence
policy directions in the region
toward continual improvement in
the provision of basic education.
To assist the region in
implementing education plans,
policies, and standards in all areas
of basic education, the Policy,
Planning, and Research strand
conducts research studies and
maintains Regional Education
Planning and Data Management
Systems.

To ensure competent personnel
and staff in the regional and
schools division offices through
efficient and effective training
towards professional competencies
and organizational performance.
To provide the regional office with
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
Director on the financial resource
of the region and provide services
in budgeting, accounting,
reporting, and coordinating with
government oversight agencies.
Key topic 3: the schools division office (sdo)
Required Task 2: Scenario Analysis
Question
Teacher Alyssa conducted and
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
Teacher April is having a hard time
managing her class because her
schedule is in the last period
before class dismissal. She then
seeks help from the head teacher
and colleagues for some advice.
Upon learning about Teacher
April’s struggles, the head teacher
found it necessary to provide a
TEACHER INDUCTION PROGRAM
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D. Human Resource By offering effective training to
Development boost professional competences
and organizational performance,
the human resource development
strand provides competent
individuals and staff at regional
and school division offices.
I. Administrative The administrative strand includes
activities related to personnel,
records, mail delivery, supplies,
equipment, collecting, and
distribution as well as reporting to
oversight authorities.
H. Finance The department of finance
provides budgeting, accounting,
reporting, and cooperation with
governmental oversight agencies
as well as advice to the regional
director on the region's financial
resources.
Answer Feedback
SGOD The fact that it involves planning
and study led to its classification
as SGOD.
SGOD Because it needs assistance from
the domain of human resources
development, it was assigned to
the SGOD.
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classroom management training

for teachers
Teacher Michael is the schools’ SGOD Given that it discusses educational
DRRM Coordinator. He prepares facilities, it was categorized as
and submits situation reports to SGOD.
the 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 situation was about the
seeks help through setting a instructional management
preconference meeting with her component, CID was applied to it.
Department Head for her
upcoming 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 The scenario was regarded as CID
Room Examiner in the conduct of because it discussed the Direct
the National Achievement Test. Instructional Supervision Part.
He checks if the Room Examiners
adhere to the instructions in the
Examiner’s Handbook

Optional Task: Reflection

1.What is the relevance of knowing the DepEd organizational structure and school processes to the performance
of your duties as a teacher?

Given that I am new in the field of education, learning more about the DepEd organizational
structure and school processes is relevant to my performance as a teacher. As a new teacher at
DepEd, I can appreciate the importance of understanding the organization structure and school
processes related to teaching.

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

Teachers should know who to approach in addressing concerns related to their duties,
because there may be times when the school administration is not very informed about what needs
to be done. If the administration does not know about a student who is troubling others or even if
there are other students in the classroom with behavior problems that need attention from the
teacher and therefore should be addressed by them.

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Session 4: The school structure

Required Task 1
Scenario Answer Feedback
Teacher Leo creates activities to Librarian/LRMDS Coordinator The example illustrates the tasks
make sure that learners and and obligations of a
teachers access the place where librarian/LRMDS coordinator.
reading materials and learning
resources are kept. He also crafts
a schedule of the classes that
could visit the place. He
coordinates with the School Head
for the selection, acquisition,
organization, and maintenance of
reference and reading materials.
Teacher Lorrine is handling a case Guidance Counselor The scene depicts the guidance
of some Grade 7 learners who counselor taking action dealing
were caught cheating by their with cheating students.
adviser. She calls the attention of
the parents and reports to them
what the learners did. Since it is
the first incident, the learners are
reprimanded and reminded of the
importance of honesty and of not
cheating.
Teacher Steffi is conducting a Subject/Learning Area The scenario shows the tasks and
career guidance and advocacy Coordinator/ Department Head obligations of a subject/learning
seminar to Grade 12 learners area coordinator and department
focusing on the four exits head.
envisioned for SHS graduates—
namely, higher education,
entrepreneurship, employment,
or middle-level skills
development. Afterward, she
gives them a survey to answer on
what they plan for their career
development after SHS.
Mark Anthony is preparing a Administrative Officer The scene depicts an
budget plan for the continuous administrative officer's duties.
improvement of the school for the

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month of August. He is also

preparing the financial report for
the month of July. Both reports
are subject to the approval of the
School Head
Miss Rhea prepares the receipt, Property Custodian Miss Rhea's actions demonstrated
issuance, maintenance, and the responsibilities and duties of
safekeeping of supplies, materials, the school's property custodian.
and equipment and other
properties and facilities of the
school. She also conducts and
maintains the inventory of
properties and prepares the
required reports for the School
Head’s reference.

Required Task 2: Scenario Analysis

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?
She needed to ask the science teacher if she could make it to class on time in order to stop such
bullying among the students. On the other hand, she needed to request the guidance counselor's
help in order to set up suitable sanctions for the kids in question. In order for them to reprimand
their child, she should also inform the parents or guardians of the bully.
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?
I must agree to Teacher Mary Ann's request for help in evaluating if her situation was an
emergency or an urgent concern because we are friends and fellow educators. First, I'll advise my
friend to avoid missing class, especially when there are numerous duties to perform, and I'll remind
her that our kids are our obligation. The floating instructors are in charge of managing such jobs
when regular teachers are unable to attend the class, therefore I will then enlist their assistance. I'll
also recommend the instructional materials my colleague supplied me so she could manage the class
and teach the lesson more easily and effectively.
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

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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?

For the worried students who are impacted by the school activities, I will hold a make-up class
so they can manage the lesson and finish the required written works and performance tasks.

Session 5: Common/Standardized School Forms

Key Topic 1: Adoption of School Forms and
Standardization of Permanent Records
Required Task 1: Preliminary Activities

Key Topic 3: School Forms

Required Task 3: Scenario Analysis

SITUATION ANSWER FEEDBACK

Teacher Joanne is a newly hired
substitute teacher. She received a
letter that a school stakeholder
would like to know what reading
materials are needed in her class.
SF 3 The SF3 form serves as a record of
the books that students have
borrowed and must be picked up
at the end of the academic year.
12

In order to identify the learning
areas which have limited books,
what school form shall she
consult?
Mrs. Anne, a parent, came to
Teacher Danica, 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 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?
TEACHER INDUCTION PROGRAM
COURSE 5
SF2 To prove that a student received a
comment on his or her SF10, you
must show the SF2, which
contains the attendance record
for your class.
SF8 In order to convince a stakeholder
that the students need assistance
so they may be added to the
feeding program, you must
present your class's SF8, which
contains a record of your
students' BMI.
SF9 Ascertain that the learner's parent
was informed of any updates to
the SF9, or report card, on a
regular basis.
SF2 You are not liable for your
students because the incident
took place outside of school;
however, you are required to
present the SF2, which contains
your class's attendance record
and may be used as evidence that
the kid was missing that day.
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Optional Task
Reports Needed ANSWER FEEDBACK
Official lists of learners enrolled in SF3 A list of students who are formally
ALS enrolled in ALS classes is referred to
as SF3.
Basic information of individuals SF2 A Basic Information Sheet (SF2) is
who signified interest to enroll in a document that lists those who
ALS have expressed interest in
enrolling in ALS.
Record of learners after the SF1 The term "SF1" refers to a list of
mapping activity done in mapped students.
community
Report of learners’ learning SF5 A learner's progress and
progress permanent record are referred to
as SF5.
List of candidates qualified to take SF4 List of Candidates Qualified to
the Accreditation & Equivalency Take the A & E Test is referred to
Test as SF4.

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 These are the following school forms

SF1-Basic information of learners
SF2 – Daily Attendance Report of Learners
SF3 – Books Issued and Returned
SF4 – Monthly Learner’s Movement and Attendance
SF5– Report on Promotion and Learning Progress and Achievement
SF5A– End of Semester and School Year Learner Status
SF5B– List of Learners with Complete SHS Requirements
SHS SF6 – Summarized Report on Promotion– School Personnel and Assignment List
and SF7-Basic Profile ES, JHS
SHS SF8 – Learner’s Basic Health and Nutrition Report
SF9 – Learner’s Progress Report Card
SF10 – Learner’s Permanent Record

Session 6: PREPARATION AND CHECKING

OF School Forms
Optional Task: Preliminary Activity
Accountability Reliability
You are in charge of gathering reliable data that is up Data that is reliable and consistent across all school
to date and correct on your pupils, as well as making forms should be provided.
sure that the data is consistent across all school
forms.
Efficiency Accuracy
The organization and accuracy of data on the school The information you provide should be accurate and
forms, as well as the accuracy of the information you reflect the details required on the school form.
provide, should all be accurate.

Key Topic 1: Preparation and Checking of School Forms

Required Task 3: True or False

Questions Answer Feedback

Teacher Jopay, a Grade 1 FALSE She must include the required
teacher, prepared 2 copies of supplemental materials to
SF10-ES without attaching any support the information on the
documents for the checking of SF10
her forms.
Teacher Rochelle, a Grade 7 FALSE The SF2 - Daily Attendance
class adviser, could not encode Report of Learners should be
the SF10-JHS of one of her used to record absences since
learners because of the SF10 is the learners' permanent
absence of SF10-ES as the record.
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attachment.
Aira finished the Grade 8 level
and would like to continue her
studies in the same school. She
asked for her SF10 and would
like to submit it to her soon-to-
be adviser.
Che-che transferred out to
continue Grade 11 to another
school, she needs to bring a
photocopy of her SF10.
Upon the receipt of the written
request, Teacher Mia, the
designated record-keeper of
the school, prepared the
pertinent documents of the
learner and sent it to the
requesting school
FALSE The transaction must be
between teachers at the
specified school, though the
record keeper may also
endorse it.
FALSE SF10 should be transferred
from school to school. She was
only permitted to carry a copy
of her enrollment certificate to
show that she registered as a
grade 11 student.
TRUE

Required Task 2: Interview

BEFORE DURING AFTER

THINK  Accuracy of data  Assure data and formula  Recheck the forms
data are correct
FEEL  Pressured,  Stressed, Learning  Relieved of stress
sleepless
DO  Prepare the data,  Input the data with  Correct all the
pre-read school accuracy, avoid mistakes inaccurate data
forms to lessen
mistakes

Required Task 2: True or False

STATEMENT ANSWER FEEDBACK

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

16

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 enrolled learners
Module 2 – Relevant Laws for Teacher
Session 1: Magna Carta for Public School
Teachers
Required Task 1: Policy Reading Read the Magna Carta for Public School Teachers.
Topic and Page number
Section 11, page __ Provision
for Married Teachers
Section 12, Academic Freedom
Section 13, Teaching Hours
TEACHER INDUCTION PROGRAM
COURSE 5
TRUE
FALSE The basis should be SF1, or
School Register.
FALSE The appropriate reference is
SF1, which stands for School
Register.
Queries Input/Response from the
Mentor/s or from the LAC
session
Could I be in the same school The appropriate authorities
as my husband/ first degree should make every effort to
family member? permit married teachers who
work in the same public-school
district to do so.
Am I allowed to study without Academic independence is
informing my working school? necessary for teachers to fulfill
their professional obligations,
especially when it comes to
choosing their own teaching
methods and asking no one else
for approval.
Am I required to go to my However, where the needs of
working school at 7am to the service so demand, any
4pm? teacher may 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
17
 TEACHER INDUCTION PROGRAM
COURSE 5

engaged in actual classroom

instruction shall not be required
to render more than six hours
of actual classroom teaching
per day, which shall be
scheduled to allow
him/her time to prepare and
correct exercises and other
work incidental to his normal
teaching duties.

Required Task 2: Case Study

Scenarios Issues and concern Related Provisions in How should the

the Magna Carta matter be properly
resolved?
Scenario 1: Teacher Teacher Ana actively Sec. 8. Safeguards in Teacher Ana and
Ana is a Science promoted a range of Disciplinary Teacher Jurado ought
teacher in a Senior learning ways to Procedure. to talk about the
High School and has enthrall her students, (D. The right to appeal matter together, with
been very active in but suddenly Teacher to clearly designated their principal as the
fostering a variety of Jurado found her authorities. ) mediator. The
learning strategies to teaching methods Principal should advise
engage her learners in rather unsettling. both of them to be
learning their topics. considerate in
She would mostly ask recognizing each
her learners to do other's abilities and
outdoor activities, even learn from one
explore the another after allowing
surroundings and them to express their
come up with opinions. 
hypotheses related to
their topic. Teacher
Jurado, the 53-yearold
Grade Level Chair,
found this teaching
technique of Teacher
Ana Castro quite
disturbing since he
believed that Science
could be better
learned through
experiments within
laboratories and
18
 TEACHER INDUCTION PROGRAM
COURSE 5

paper-and-pencil
exams. He raised this
concern to the
principal and has
asked Teacher Castro
to explain her side of
the matter
Scenario 2: Teacher The co-teacher next to Sec. 8. Safeguards in The school's
Connie was a newly- Teacher Connie's Disciplinary administrators should
assigned English public classroom was Procedure. Every host a seminar to
school teacher in mismanaging the class teacher shall enjoy rekindle instructors'
Mataas na Nayon High and showing little equitable safeguards passion for their work
School, and as she concern for the at each stage of any while also offering
started to adapt in the misbehavior of her disciplinary procedure fresh approaches to
new setting of the students. This would and shall have: motivating and
school, she noticed affect Teacher (D. The right to appeal controlling the
something in one of Connie's class in some to clearly designated classroom. To ensure
the more seasoned way. authorities. ) that the teaching and
teachers in the same learning process is
department whose improved, they must
classroom is just next also communicate
to her. Most of the with the distraught
time, she would teachers, providing
observe the teacher to advice and directives.
be giving short
discussions among her
learners and would
leave them to do their
own thing while she
also sat on the
teacher’s chair
scrolling her phone,
not minding how the
class is misbehaving. In
turn, this would affect
the class of Teacher
Connie as the learners
in the next classroom
would tend to be
noisy. When she could
no longer keep her
frustration, she went
to the classroom of
her co-teacher and

19
 TEACHER INDUCTION PROGRAM
COURSE 5

gently confronted her

about the situation.
Then, the other
teacher answered,
“Well, this is how I
wanted to teach, I
have the academic
freedom to utilize my
time no matter how I
want it. You should try
it, too” and left
Teacher Connie
dumbfounded.
Scenario 3: Teacher Teacher Antonio Sec. 12. Academic In order to fulfill his
Antonio is an Araling wanted to schedule a Freedom. professional
Panlipunan Teacher in meeting with the Sec. 24. Study Leave obligations, teacher
public high school for university regent so Antonio should be
5 years. He is taking up that he could enroll for permitted to exercise
his Master’s Degree in the last term of his academic autonomy,
Demographics and master's program in particularly with
now in his final year to the hopes that the regard to teaching and
finish the program. He university would grant learning strategies.
would only need to him a study leave Since it is his right and
complete his Thesis allowance. will help the school,
Study to fully graduate the principal must
from the program. He approve Teacher
asked to set an Antonio's request and
appointment with the give the relevant data
regent of the and paperwork.
university to enroll
himself for the final
term thinking that he
will be given the Study
Leave Allowance by
the school. The next
day, he talked with the
principal about his
plans, and how he
thinks his study will
also help the school in
the long run.
Scenario 4: Teacher A Muslim who wanted Sec. 27. Freedom to In order to advance
Sareemah moved from to observe her Organize. and protect their
Mindanao to customs as a Muslim, interests, teachers in

20
 TEACHER INDUCTION PROGRAM
COURSE 5

Pampanga and was Teacher Sareemah was public schools are free
successfully employed given a class schedule to start and join any
to teach in a public by the grade level local or national
school. Rooted in her coordinator that groups of their
Islam culture and interfered with her choosing. Teacher
tradition, Teacher time for prayer at Sareemah has to let
Sareemah wishes to Duhor (midday). her principal and grade
practice her customs level coordinator know
as a Muslim, like not and request that her
eating pork, wearing religious preferences
her hijab when going be taken into account
to school, and praying when creating a
five times a day. schedule.
However, at the
beginning of the
school year, she
realized that the
Grade Level
Coordinator gave her a
class schedule that
conflicts with her
prayer time at Duhor
(midday).
Scenario 5: Teacher Teacher Alonzo was Sec. 8. Safeguards in Teacher Alonzo should
Alonzo saw his photo furious over the Disciplinary inform his principal of
being shared in social student's Procedure.  the incident and take
media by one of the unsubstantiated Every teacher shall the necessary action to
influential TV accusations until his enjoy equitable address it, including
programs that hails principal called and safeguards at each gathering evidence,
itself as the program requested him to stage of any mounting a defense,
that gives justice to address the situation disciplinary procedure and, if necessary,
the poor and in his office. and shall have: making use of his right
disadvantaged. As he to appeal to a clearly
clicked the link of the a. the right to be defined authority.
program, there on his informed, in writing,
screen was the of the charges;
interview with one of b. the right to full
his learners who told access to the evidence
the host that her in the case;
teacher, pertaining to c. the right to defend
Teacher Alonzo, didn’t himself and to be
give her the chance to defended by a
make up for all her representative of his
missed quizzes and choice and/or by his
21
 TEACHER INDUCTION PROGRAM
COURSE 5

was ridiculed by him in organization,

front of the class. adequate time being
Knowing the truth, given to the teacher
Teacher Alonzo was for the preparation of
enraged by the false his defense; and
accusations of the d. the right to appeal
student until he to clearly designated
received a call from his authorities.
principal and asked
him to explain the
matter to his office
since they are being
pressured by the TV
program to give his
statement.
Scenario 6: After They established a Sec. 27. Freedom to Public school teachers
strong typhoons that group that advocates Organize. are free to start and
caused multiple aiding typhoon- join organizations of
damages on the affected families, and their choosing,
production of the they were successful in whether local or
commodities in their raising more than international, to
area farmed and tilled P100,000, which is further and defend
by the parents of the more than enough to their interests without
learners of Teacher assist their goal prior consent. This
Carla, she felt number of households. means that their
compelled to do She even urged her response to the
something to help fellow teachers to take victims of the typhoon
them, particularly in part in the fund was both right and
providing for their raising and make use excellent. In order to
essential needs. But as of social media. support their
she checked on her educational objectives,
funds, she realized they might also use it
that it would not even to entice more
suffice for the needs of stakeholders to their
three families, so she school.
thought hard and
looked into her social
media about some
relief operations being
done by organizing a
donation fund. After
this, she immediately
messaged her co-
teachers who are also

22
 TEACHER INDUCTION PROGRAM
COURSE 5

living within the area

and asked them to
contribute. Until
eventually, they were
able to come up with a
group name, created
an announcement
banner which they
posted on their social
media accounts, and
started to reach out to
different individuals
and organizations to
help them in their
cause. At the end of
their target date, they
were able to raise
more than PhP
100,000.00, which
they utilized in buying
the needs of more
than 50 farmers and
their families.
Scenario 7: Teacher Teacher Justine was Sec. 25. Indefinite Although teachers at
Justine is excited upset and nervous Leave. public schools are not
about giving birth to because she was forced to come to
her first baby as a concerned that she work over the
public-school teacher wouldn't be able to holidays, in Teacher
for just over three take full advantage of Justine's case it might
years in Macalintal her maternity leave have been
National Science High since she gave birth advantageous since
School. She is in the before the date she she could have used
third trimester of her had planned to use it the time off to heal
pregnancy and is and during the properly before taking
expecting to give birth summer vacation her paid leave without
in the month of June, period. reporting to work. She
which she thought is might be qualified for
the perfect time to use a double pay income
her maternity leave for the month of May
and avail its full if she is successful in
benefits. However, reporting on the first
due to some day of the school year
pregnancy issues, she in June.
started to feel labor

23
 TEACHER INDUCTION PROGRAM
COURSE 5

contractions early
May, which is still
technically part of the
vacation season of the
school. A few days
after giving birth,
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
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
profession, and/or during in
exercising its duties or even in the
termination of tenure in service.
Implications for your
professional duties as a teacher
As a result of this provision of the
Magna Carta for Public School
Teachers, I may use my extra
time to prepare for my upcoming
classes and even take care of all
of my ancillaries so that I can
maintain a regular teaching
schedule. This helps me as much
while I'm dealing with other
things, like family troubles and
other stuff. We may also
streamline the teaching and
learning process by using
strategies that encourage
learning.
Regardless of the fact that I work
as a teacher, I am allowed to
follow my personal religious and
cultural beliefs. There are no
restrictions, therefore we might
be able to employ our teaching
skills and strengths.
24
Notes from the LAC session
However, where the needs of the
service so demand, any teacher
may 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,
which shall be scheduled to allow
him time to prepare and correct
exercises and other work
incidental to his normal teaching
duties.
No one should be discriminated
against when entering the
teaching profession, practicing it,
or leaving it for any reason other
than professional ones.

3. Section 27. Freedom to Organize.
Public school teachers shall have
the right to freely and without
previous authorization both to
establish and to join organizations
of their choosing, whether local or
national to further and defend their
interests.
4. Section 8. Safeguards in
Disciplinary Procedure. Every
teacher shall enjoy equitable
safeguards at each stage of any
disciplinary procedure and shall
have: a. the right to be informed, in
writing, of the charges; b. the right
to full access to the evidence in the
case; c. the right to defend himself
and to be defended by a
representative of his choice and/or
by his organization, adequate time
being given to the teacher for the
preparation of his defense; and d.
the right to appeal to clearly
designated authorities.
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, the
teachers shall be entitled to at least
sixty per cent of their monthly
salary: Provided, however, That no
teacher shall be allowed to
accumulate more than one year
study leave, unless he needs an
additional semester to finish his
thesis for a graduate study in
education or allied
courses: Provided, further, That no
compensation shall be due the
teacher after the first year of such
leave. In all cases, the study leave
period shall be counted for
To help us address the needs of
our kids, the school, and the
community, we might establish
an organization that promotes
activities that are good for our
children and for us as teachers.
We can defend our instructional
strategies and other methods if
necessary. We have the right to
defend ourselves when our line
of work is in jeopardy.
When the time comes for us to
be qualified for this kind of leave,
it will be a major help in
completing our studies, which
will be beneficial to both us and
the school when we return to
teach.
25
TEACHER INDUCTION PROGRAM
COURSE 5
In order to maintain and protect
their interests, teachers in public
schools must be able to start and
join any local or national groups
of their choosing.
Every teacher has the following
rights of protection at every
stage of any disciplinary action:
a. the ability to have charges
recorded.
b. access to all of the case's
evidence.
c. the right to prepare his case in
advance, the ability to choose a
representation of his choosing
and/or to have his organization
defend him, and
d. the capacity to appeal to
clearly defined authority
After seven years of service,
teachers in public schools will
also be entitled for the existing
leave benefits as well as a study
leave of up to one school year.
This leave will be granted in
accordance with the schedule
established by the Department of
Education. However, no teacher
shall be permitted to accumulate
more than one year of study
leave unless he requires an
additional semester to complete
his thesis for a graduate study in
education or allied courses. It is
also provided that no payment
shall be due to the teacher after
the first year of such leave.
Teachers shall be entitled to at
least 60% of their monthly salary
during the period of such leave.
 TEACHER INDUCTION PROGRAM
COURSE 5

seniority and pension purposes.

Session 2: The Code of Ethics for Professional

Teachers Key key Topic 1: Code of Ethics for
Professional Teachers
Required Task 1: Scenario Analysis

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 the right to hire an
attorney 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 was a teacher's method of motivating the students.

What did you learn about the discussion with your mentor? Did your perspective change when you
discussed the scenario with your mentor?

Knowing about the Magna Carta for Public School Teachers can help us establish our limits in
terms of our duties and obligations. I've utilized the law to defend myself when required, and after
talking with my mentor, I understood how privileged I am to work at a public school.

26
 TEACHER INDUCTION PROGRAM
COURSE 5

Key Topic 2: Provisions of the Code of Ethics for

Professional Teachers
Scenario 2: Teacher Ronnie has been teaching for the last five (5) years in a public elementary
school. Every time his principal asked him to attend a training, he would always decline and give
several reasons and alibis why he couldn’t attend. What possible actions should be done by the
school if he continuously refuses?
Teacher Ronnie needs advice on his obligations and duties as a teacher in a public school. His
supervisors must consult with him and offer advice in order for him to comprehend the benefits of
attending a seminar. He was actually lucky to be invited because the conference he would go to will
teach him new things. based on Section 7 of the Code of Professional Conduct for Teachers in the
Magna Carta for Public School Teachers. Teachers ought to act and speak professionally.
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
need to take the examination in
order to proceed to my master’s
thesis. In exchange, I will offer to
d. I'll try to work something out
with the principal and let her
know I have to take the test. I'll
offer to invite a guest who could
contribute to the Reading Camp's
success as compensation for my
absence.
Consider the scenario that could
result in the best outcome for
both parties. The decision
regarding the best course of
action in a specific circumstance
rests with the school principal.
Similar to this, provide solutions
that are consistent with your
principles as educators and seek
out a middle ground as a
proactive teacher. (See the Code
of Ethics for Professional
Teachers' Article VII Sections 1
and 3)

27

render extra service in lieu of the
day when I can’t render service. d.
I will negotiate with the principal
and tell her that I need to take the
examination. To recompense my
absence, I will offer to invite an
external resource person that
could help in the success of the
Reading Camp.
Which of the following provisions
in the Code of Ethics for
Professional Teachers covers the
particular scenario?
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
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 studentjournalists.
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
b. Sections 1 and 3 of Article VII
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
28
TEACHER INDUCTION PROGRAM
COURSE 5
The scenario alludes to Sections 1
and 3 of Article VII of the Code of
Ethics for Professional Teachers.
Notes from the LAC session
According to the Code of Ethics
for Professional Teachers, no
teacher may be expected to
deliver more than six hours but
no more than eight hours of
actual classroom teaching each
day. Teachers are not required
to provide more than six hours
of real classroom instruction
each day.
However, where the needs of

first-year HUMSS teacher who
teaches primarily Grade 12
learners. At the end of the year,
several of the seniors invited
him to a graduation party
including some teachers. His
students wanted their teachers
to join the party to celebrate
the graduation of their batch.
The Faculty Coordinator called
a meeting to discuss the
graduation ceremony. Majority
of the faculty decided not to go
but your students are pleading
for you to come.
Scenario 3: Teacher Larry is a
Grade 10 Science teacher. He
had been struggling financially
since her wife’s deposition
from work. The parents of one
of his students asked Teacher
Larry to tutor their daughter
since they found out that she
failed her periodical exam.
However, the School Head
stressed that teachers should
not offer tutoring services to
their learners for
remuneration.
his students' graduation
celebration after the
conversation over the
graduation ceremony. In order
for the meeting to last only a
few hours, instructors won't
be required to work for longer
than six hours, and even then
it will only be for a short time.
Principals are always aware of
the regulations governing
working hours.
The teacher Larry might be
able to work another job to
help his family out financially.
He needs to suggest a friend
who can teach the student.
Furthermore, if he had
sincerely wanted to help the
student, he might have offered
a review session and exam for
those who had received low
marks on the quarterly exam.
In spite of any rule to the
contrary, after a teacher has
worked at least six hours, he or
she is entitled to an additional
payment of at least 25% of
their regular salary for co-
curricula, extracurricular
activities, and any other tasks
outside of what is considered
their typical duties.
He must adhere to the
principal's directive, though,
that prohibits teachers from
charging for tutoring services.
He must, however, abide by
29
TEACHER INDUCTION PROGRAM
COURSE 5
the service so demand, any
teacher may 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,
which shall be scheduled to
allow him time to prepare and
correct exercises and other
work incidental to his normal
teaching duties.
Notwithstanding any provision
of law to the contrary, after the
teacher has completed at least
six hours of actual classroom
teaching per day, co-curricular
and extracurricular activities,
as well as any other activities
outside of what is considered a
teacher's normal duties, shall
be paid at least 25% of his
regular salary.
 TEACHER INDUCTION PROGRAM
COURSE 5

the principal's directive that

tutoring services supplied to
students by teachers be free of
charge.

Scenario 4: Teacher Eli, a 55- In the event that doing so is Only if the teacher and school
year-old Grade 11 English prohibited, Teacher Eli should have followed the right
teacher had been struggling obey the existing laws of the procedures for collaboration
with her finances for the school; alternatively, she can students be active in
previous months since she had should think about creating a business. Only services related
applied for a loan which she new business that won't to the learning process may be
used for her health potentially jeopardize her offered by teachers, and they
maintenance and the career as a teacher, especially are only eligible for a 25%
renovations of their house. if students are involved. After wage increase. Additionally,
Finding herself in the difficult completing her obligations at avoid using your position to
situation, she had an idea of the school, she could simply advertise your company.
doing buy-and-sell to her conduct her business
neighbors, but it did not suffice elsewhere to protect her
so she searched for other profession.
opportunities and she
identified her learners as one of
her markets. Every 15 minutes
before the end of class, she
would bring out her rummage
of items that she sells to
learners and would tell them
that if they do not buy at least
2 items, she will not give them
a passing mark. And so, the
learners buy her items until one
day, she has been reported by
one of the learners to the
principal’s office and was called
up for interrogation.

Scenario 5: Raya was a slow Bullying must be avoided if Maintain a healthy

learner in almost all of the teacher Reya is to keep her environment for your students.
subject areas, especially students in a positive
Mathematics. While discussing environment. She ought to

30
 TEACHER INDUCTION PROGRAM
COURSE 5

linear equations, her teacher instruct them not to joke

called her up to answer one of
the equations. She went close
to the board trying her hardest
to answer the calculations but
was not able to write the
correct answer. When she
presented her equation to her
teacher, she saw her
classmates laugh. She felt very
embarrassed.
around with their peers while
they are putting in their best
effort. Instead, they must help
their peers understand and
handle the subject. 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, Geriza Joy R. RIco, of Brgy. Kaligtasan, Bongabong, Oriental Mindoro having been appointed to
the position of Teacher II swear that I will well and faithfully discharge to the best of my ability the
duties of my present position and of all others I may hereafter hold under the Republic of the
Philippines, that I will support and defend the Constitution of the Philippines, that I will bear true
faith and allegiance to the same that I will obey the laws, legal orders and Decrees promulgated by
the duly constituted authorities of the Republic of the Philippines and that I impose this obligation
upon myself voluntary without mental reservation or purpose of evasion.

Required Task 2: Answer the following questions Now that you are done reading and analyzing the
different provisions and articles specified in the Code of Ethics for Professional Teachers, please
share your insights focusing on the learning that you gained from this session and at the same time,
other information that you think is necessary to understand the Code of Ethics. Discuss with your
mentor.
What are your significant learnings?
Due to teachers' contributions to the growth of the country, laws were made to protect their
welfare and to promote, 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?
Our attempts to improve our social and economic circumstances as public-school teachers,
including our living and working conditions, employment options, and career opportunities, will be
aided by the Magna Carta for Public School Teachers.
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?

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 TEACHER INDUCTION PROGRAM
COURSE 5

A teacher’s Code of Ethics is a way for all professionals to act in the best interest of their
students. As educators, we have a special responsibility over children. By virtue of being role models,
we can help children from a very early age become responsible citizens. Educators are required by
law to know and understand their responsibilities as educational professionals.

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