Republic of the Philippines

Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF QUEZON CITY
BALINGASA HIGH SCHOOL
J. AQUINO CRUZ ST., BALINGASA, QUEZON CITY

BERNADETH R. BALAGAT
INDUCTEE

JENNIFER R. PAREJA
MENTOR
Module 1 – DepEd Organizational Structure and Processes
Session 1: The Philippine Public 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 Implications

Development
(What are the educational (How does this affect the
(What are the developments brought by this succeeding public
different time periods time period?) education system?)
identified
in the article?)
Pre-colonial Period 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

Spanish Colonial The tribal tutors were replaced by Formalization of education

Period the Spanish missionaries. with defined administration
Education was religion-oriented. It and management by the
was for the elite, especially in the Spanish colonial government
early years of Spanish
colonization.
Access to education by the
Filipinos was later liberalized
through the enactment of the
Educational Decree of 1863.
Education during that period was
inadequate, suppressed, and
controlled

American Colonial allowed it to spread their cultural English was adopted as the
Rule values, particularly the English medium of instruction in all
language, to the Filipino people. public schools
Instruction in English language,
and American history, lead to
forming of a national identity and
Filipino nationalism.
Contemporary Society Education and modern society By implementing a curriculum
(Third Republic- have been mutually dependent that responds to the current
Present) during this historical period. needs of society. Which will
National societies expect their result in competent students
educational systems to provide being produced by the school.
education that supports the
 preservation and development of
their societies' unique and valued
characteristics, as well as provide
their members with relevant
education opportunities to function
effectively in society and in the
international world.
Required Task 2: Reflection Questions
Answer the following reflection 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 Decree of Education in 1863 established the first ever educational system in the
Philippines. It required the government to provide school institutions for boys and girls in
every town under the responsibility of the municipal government; and the establishment
of a normal school for male teachers under the supervision of the Jesuits. Primary
instruction was free and the teaching of Spanish was compulsory. Education during that
period was inadequate, suppressed, and controlled.

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 made a great impact on how our current educational system was
patterned, established, and structured. Several changes were made over time as it aims
to develop an educational system that caters to the needs and demands of society. The
massive influence of the colonization mirrored the development of our county’s
educational system

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

The trifocal education system refocused DECS’ mandate to basic education which
covers elementary, secondary, and non-formal education, including culture and sports.
TESDA now administers the post-secondary, middle-level manpower training and
development while CHED is responsible for higher education. It supervises all
elementary and secondary education institutions, including alternative learning systems,
both public and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the goals of
national development.

Key Topic 3: The Governance of Basic Education Act

Required Task 1: Writing Task
Answer the following questions. You may answer each item in 4-7 sentences.

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.

I will do my best to help implement the different programs of the Department of

Education; and carry out its purpose and objectives through by being an innovative,
dedicated, efficient and effective teacher that promotes quality education for all.
RA No. 9155 states that “the school shall be the heart of the formal education system.

2. How does this statement relate to you as a teacher and as a part of a larger
organizational landscape?

A school is a place where children learn and develop their minds and skills. Teachers
should not only teach what is written in the book but they should also love, care, and
have compassion to their students. Thus, schools shall have a mission and vision to
provide the best possible basic education for all.

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
Best Practices:
1. Encourage communication
-Student/Parent Conferences are one of our school’s best practices for improving
open communication, understanding, and the opportunity to establish trust with
them.
2. Observing Health Protocols
-As Covid-19 spread around the world, our school organized virtual meetings to
help our country prevent the spread of the virus. The parents were also
instructed to follow the safety protocols during the distribution and retrieval of
modules.
3. Reading program
-We implemented a reading program in all levels to improve both reading fluency
and reading comprehension of the students.

Session 2: The DepEd Central Offices

Preliminary Activity: KWL Chart
Complete the chart below. List down the things you already know about the DepEd
management structure on the first column. On the second column, list down the
things that you want to know about the DepEd organizational structures. Finally,
synthesize your new understanding after this session by listing down things you
learned about the DepEd Organizational Structures.

Know Want Learned

(What you know) (What you want to (What you
know) have learned
 after the
session)
The Deped has organized itself I want to know how I learned that the
into two major structural the Department Department of Education
components. improves to ensure oversees all public and
1. The Cental Office that that its personnel are private elementary and
maintains the overall supported and secondary education
administration of basic guided to fulfill their institutions, including
education at the national roles towards alternative learning
level; and achieving the vision, systems, and is
2. The field offices-the mission, and goals of responsible for the
region, divisions, schools, the department. establishment and
and LCs-that are maintenance of a
responsible for the comprehensive,
regional an administration adequate, and integrated
of the Departments’ basic education system
mandate. that contributes to
national development
goals. The organizational
structure has two
components that manage
all of the educational
policies and principles.

Key Topic 1: The DepEd Management Structure

Required Task 1: Policy Reading

After reading, answer the following questions. You may answer each question in 3-5
sentences.
You may access DepEd Order no. 52, s. 2015 through this link:
https://www.deped.gov.ph/wp-content/ uploads/2015/10/DO_s2015_52.pdf

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

Education?
Restructuring the Department of Education was required to implement our strategic
plan for progress in every school, particularly in light of the changing needs and
demands of our society. Similarly, on this day of pandemic, the department of
education must redesign the system to deal with the current situation.

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

Program, help you as a DepEd personnel and a public-school teacher?
It will act as a guide for teachers in adopting teaching norms and standards as well as
processes to meet the present demands on the educational system. It will also give all
teachers an understanding of how to use tactics to make their work easier and more
productive.

Required Task 2: Identification

Read the following scenarios and determine what particular DepEd organizational
strand promotes and/or helps address the following scenarios.

SCENARIO Answer Feedbac

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

Session 3: The DepEd Regional Office and Schools Division Offices

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

Quality Assurance Curriculum & Learning Management

Office of the Regional Director Education Support Services
Field Technical Assistance (FTA) Policy, Planning & Research
Human Resource Development Finance
Administrative

Function Answers Feedback

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

Function Answers Feedback

4. To coordinate and integrate the Field Technical

provision of technical assistance (TA) Assistance is the strand
to schools’ divisions with the purpose Field Technical that ensures the
of facilitating the delivery of quality Assistance capacity of the
basic education and creating an organization to
 enabling environment for schools and continuously improve
learning centers. and be strategic in
managing the
environment for which
“teaching and learning”
takes place.
5. To ensure compliance with standards of Policy, Planning &
quality basic education by assessing, Research is the strand
monitoring, and evaluating the region and that ensures that the
school’s division performances to inform region and school
decision making and guide policy divisions are meeting
directions in the region toward fundamental education
continuous improvement. Policy, Planning & requirements by
Research assessing, monitoring,
and evaluating their
performance in order to
inform decision-making
and lead policy
directions in the region
toward continual
development.
6. To facilitate the implementation of Policy, Planning, and
education plans, policies, and Research is the strand
standards in all areas of basic that conducts research
education in the region through the studies and maintains
conduct of research studies and Regional Education
maintenance of Regional Education Policy, Planning & Planning and Data
Planning and Data Management Systems. Research Management Systems
to help the region
implement education
plans, policies, and
standards in all areas of
basic education.
7. To ensure competent personnel Human Resource
and staff in the regional and schools Development is the
division offices through efficient and strand that ensures
effective training towards professional competent personnel
competencies and organizational and staff in regional and
performance. Human Resource school division offices
Development by providing efficient
and effective training to
improve professional
competencies and
organizational
performance.
8. To provide the regional office with Personnel, records,
Administrative
efficient, economical and effective reception of mail,
services relating to personnel, records, supplies, equipment,
receipt of correspondence, supplies, collection,
equipment, collection, disbursement, disbursement, security
security and custody of property, and and custody of property,
reportorial work to oversight agencies. and reportorial duties to
oversight authorities are
all covered by the
administrative strand.
9. To provide advice to the Regional Finance is the
Director on the financial resource of the department that advises
region and provide services in the Regional Director on
budgeting, accounting, reporting, and the region's financial
coordinating with government oversight resources and provides
Finance
agencies. budgeting, accounting,
reporting, and
coordination with
government oversight
bodies.

Key Topic 3: The Schools Division Office (SDO)

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

Questions Answers Feedback

Teacher Alyssa conducted and
finished writing her action
research in the conduct of their It was classified as SGOD since
Continuous Improvement Plan SGOD it deals with planning and
(CIP) in eradicating the number research.
of non-numerates in their
school. She submitted it to the
SDO for assessment.
Teacher April is having a hard SGOD It was placed under the SGOD
time managing her class because it requires help from the
because her schedule is in the area of human resources
last period before class development.
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 classroom
management training for
teachers.
Teacher Michael is the
schools’ DRRM Coordinator.
He prepares and submits It was classified as SGOD since
situation reports to the SDO on SGOD it discusses Educational
any hazard affecting the school Facilities.
operations such as flood, conflict,
fire, among others, and provides
real- time updates to the SDO.
Teacher Angel, an English
teacher, seeks help through
setting a pre- conference
meeting with her Department
Since the scenario described
Head for her upcoming
CID about Instructional Management
classroom observation. She
wants to know the best ways on Part, it was considered as CID.
how she can employ the
indicators required in the
Classroom Observation Tool
(COT).
Teacher Melvin is assigned as
the Room Examiner in the Since the scenario described
conduct of the National about Direct Instructional
CID
Achievement Test. He checks if Supervision Part, it was
the Room Examiners adhere to considered as CID.
the instructions in the
Examiner’s Handbook.

Optional Task: Reflection

Reflect and answer the following questions:
What is the relevance of knowing the DepEd organizational structure and school
processes to the performance of your duties as a teacher?
It is essential for a teacher to understand the department of education structure and
the school processes to know how learning policies, plans, and programs are
implemented .And knowing the DepEd organization structure and school processes in
the performance of my duties as a teacher is that it will help me to do my work easier.

Why should a teacher know who to approach in addressing concerns related to his or
her duties?
It is important to know who to approach in addressing concerns related to my duties
as a teacher it helps me to do my functions and responsibilities effectively and
efficiently.

Session 4: The School Structure

Required Task 1: Policy Reading
Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational
Structures and Staffing Patterns of Stand- alone and Integrated Public Senior High School
(SHS) and read the following scenarios to identify the services provided and its function in
the schools and learning centers. Determine the teaching or the non-teaching staff who
does the service portrayed.
Scenario Answers Feedback
Teacher Leo creates Librarian/LRMDS
activities to make sure that Coordinator Guidance The scenario depicts a
learners and teachers Coordinator/Teacher Librarian/LRMDS
access the place where Guidance Counselor Coordinator's duties and
reading materials and Subject/Learning Area responsibilities.
learning resources are kept. Coordinator/ Department
He also crafts a schedule of Head
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 Librarian/LRMDS The scene portrays an
a case of some Grade 7 Coordinator Guidance action by the Guidance
learners who were caught Coordinator/Teacher Counselor in dealing with
cheating by their adviser. Guidance Counselor cheating students.
She calls the attention of Subject/Learning Area
the parents and reports to Coordinator/ Department
them what the learners did. Head
Since it is the first incident,
the learners are
reprimanded and reminded
of the importance of
honesty and of not cheating.

Session 5: Common/Standardized School Forms

 Key Topic 1: Adoption of School Forms and Standardization of Permanent Records
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.
Legend: K – Kinder
ES – Elementary School (Gr. 1 to 6)
JHS – Junior High School (Gr. 7 to 10)
SHS – Senior High School (Gr. 11 & 12)

Standardized School Forms Answer only if Very Familiar Needs Further

teaching in… Familiar Information
School Form (SF) 1 – School Register ES, JHS, SHS /
SF2 – Daily Attendance Report of Learners ES, JHS, SHS /
SF3 – Books Issued and Returned ES, JHS, SHS /
SF4 – Monthly Learner’s Movement and ES, JHS, SHS
/
Attendance
SF5 – Report on Promotion and Learning Progress K, ES, JHS
/
and Achievement
SF5A – End of Semester and School Year Learner SHS
/
Status
SF5B – List of Learners with Complete SHS SHS
/
Requirements
SF6 – Summarized Report on Promotion ES, JHS, SHS /
SF7 – School Personnel and Assignment List and ES, JHS, SHS
/
Basic Profile
SF8 – Learner’s Basic Health and Nutrition Report K, ES, JHS, SHS /
SF9 – Learner’s Progress Report Card ES, JHS, SHS /
SF10 – Learner’s Permanent Record ES, JHS, SHS /

Key Topic 2: The K to 12 and the New Standardized School Forms

Required Task 2: Reading
Read DO 58, s. 2017 – Adoption of New School Forms for Kindergarten, Senior High School,
Alternative Learning System, Health and Nutrition and Standardization of Permanent Records.
(URL, hyperlink)

Key Topic 3: School Forms

The set of modified school forms provides information that are significant in
planning, resource allocation, and performance monitoring and evaluation. The use of
these forms is mandatory in all public schools.
You should become familiar with the following School Forms and their descriptions, codes,
and, where applicable, Grade Levels as stipulated in DepEd Order 58, s.2020.

SCHOOL FORM DESCRIPTION CODE GRADE

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

SCHOOL FORM DESCRIPTIO CODE GRADE

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

Situations Answer Feedback

s
Teacher Joanne is a
newly hired substitute
teacher. She received a
letter that a school
stakeholder would like to The SF3 form is a record of books obtained by
know what reading SF 3 students that must be retrieved at the end of the
materials are needed in school year.
her class. In order to
identify the learning areas
which have limited books,
what school form shall she
consult?
Mrs. Anne, a parent,
came to Teacher
Danica, a teacher-
adviser, complaining for
the remarks given in the
report card (SF10), “It You must present the SF2, which contains the
would be helpful if you attendance record of your class, which can be
SF2
come to school on a your evidence regarding on that student who
regular basis,” the parent received a remark on his or her SF10.
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 To persuade a stakeholder, you must provide
help her class in the your class's SF8, which has a record of your
feeding program. The SF8 students' BMI, in order to determine the
majority of her learners students' needs help so they will be included on
have aBody Mass Index the feeding program.
(BMI) outside the healthy
range. What school form
informed her about this?
Parents need to be SF9 Ascertain that the SF9, or learner's report card,
 regularly informed of their
child’s academic
was updated on a regular schedule, and that the
achievement but you
learner's parent was kept informed.
failed to inform them.
What school form was not
properly issued?
Jeanne Therese, a Grade
4 student, was
accidentally hit by a car Because the incident occurred outside of
outside the school during
school, you are not responsible for your
class hour. You were given
students; however, you must produce the SF2,
a complaint of negligence SF2
which contains your class's attendance record
on your part as a teacher.
You explained that the child and may serve as proof that the student was
was absent in class that absent that day.
day. What school form
would support your
testimony?

Required Task 4: Scanning Files

Indicate which of the forms shown in the table below need/require the listed data by putting
a tick in the appropriate columns.

Data SF SF SF SF SF SF SF SF SF SF1
Need 1 2 3 4 5 6 7 8 9 0
ed
School Name and ID / / / / / / / / / /

District/Division/Region / / / / / / / / / /

Name of Adviser / / / / / / / / /

Final Rating / /

LRN / / / /

Nutritional Status /

Nature of Appointment/ /
Employment Status
End of School Year Status / / / / / / / / / /
Registered Learner as of End of the / /
Month
Book/Module Title /

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

Reports Needed Forms Answer

to be
used
AF3 refers to a record of
1. Official lists of learners enrolled in ALS AF3 learners who are officially
enrolled in ALS classes
AF2 refers to a Basic
2. Basic information of individuals who information sheet of
signified interest to enroll in ALS AF2
individuals who signified
interest to enroll in ALS
AF1 is refers a to list of
3. Record of learners after the mapping AF1 mapped learners
•These areactivity done in
the following community
school forms - SF1-Basic information of learners SF2 – Daily
Attendance Report of Learners SF3 – Books Issued and ReturnedAF5 SF4
refer–to a learners
Monthly
4. Report
Learner’s of learners’
Movement learning progress
and Attendance– AF5
Report on Promotion progress
and andProgress
Learning permanent
and
Achievement– End of Semester and School Year Learner Status– List of Learners
record with
Complete SHS Requirements SHS SF6 – Summarized Report on Promotion– School
Personnel
5. List ofand Assignment
candidates List andtoBasic
qualified the ES, JHS, SHSAF4
takeProfile SF8refers to ListBasic
– Learner’s of
Health and Nutrition Report,
Accreditation SF9 – Learner’s Progress Report Card SF10 – Learner’stake
& Equivalency AF4 candidates qualified to
Permanent Record Test the A & E Test
•These are the following ALS Form- AF3 refers to a record of learners who are officially
A.enrolled
Getinhold
ALSof
classes
SchoolAF2 refers
Forms to a Basic
SF1-SF information
10, and AF1 –AF5.sheet of individuals
Figure out the who
signified interest to enroll in ALS AF1 is refers a to list of mapped
use of each form. If you have gray areas, you may seek the help of your learners AF5 refer to a
learners
mentor orprogress and permanent
any member record
of the School AF4 refers
Forms Review to List
Teamof candidates
(SFRT). Writequalified to tke
the A & Eyour
Testnew learnings about school forms in bullet points.
•School forms have a variety of purposes, including assisting us in gathering accurate
data about our students, serving as a foundation for their needs, and serving as proof in
the case of an incident happened school forms can use for a survey.
Session 6: Preparation and Checking of School Forms
Optional Task: Preliminary Activity
With your knowledge of the school forms being prepared by the advisers, key personnel,
and the school head, describe how you can be accountable, reliable, efficient, and
accurate as a teacher and as one who handles, prepares, and checks data.

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

Efficiency Accuracy

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

Key Topic 1: Preparation and Checking of School Forms

Required Task 1: Reading

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

Required Task 2: True or False.

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

Questions Answers Feedback

Teacher Jopay, a Grade
1 teacher, prepared She must attach the needed
2 copies of SF10-ES FALSE supporting documents to validate
without attaching any the information on the SF10
documents for the
checking of her forms.
Teacher Rochelle, a
Grade 7 class adviser, Sf10 is the learners permanent
could not encode the record the absences should be
SF10-JHS of one of her FALSE
recorded on the SF2 – Daily
learners because of the Attendance Report of Learners
absence of SF10-ES
as the attachment.
Aira finished the Grade
8 level and would like
The transaction should be
to continue her studies
in the same school. teacher to teacher on the said
FALSE
She asked for her SF10 school or it can be also endorsed
and would like to by the record keeper.
submit it to her soon-
to-be adviser.
Che-che transferred out The transaction of SF10should be
to continue Grade 11 to school to school. She was only
another school, she FALSE be able to bring a certificate of
needs to bring a enrollment as a proof that she
photocopy of her enrolled as a grade 11 student.
SF10.
Upon the receipt of the
written request, Teacher
Mia, the designated
record-keeper of the
school, prepared the TRUE
pertinent documents of
the learner and sent it
to the requesting
school.

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

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

Assure that
the formula
THINK Accuracy of data and input Recheck the forms
data are
correct

Pressure
FEEL Learning Relieve
d

Input the
Prepare
DO data with Correct all the data error
the data
accuracy

Required Task 3: Quiz

True or False. Indicate whether the following statements are true or false.

Statement Answers Feedbac

s k
1. At the end of the school
year, a kindergarten
teacher will prepare a It should be SF9- Learners’ progress
FALSE
report on learners’ report.
progress to inform
parents using SF10.
2. Information in the SF1
TRUE
is consistent with
 what is written in the Birth
Certificate.
3. The List of Graduates
and documents/
reports in relation to TRUE
the ranking of honors
shall be prepared and
checked.
4. The learner’s academic
records shall be the The basis should be SF1 which refers
basis of the adviser FALSE to School Register
for enrolling or
validating the said
learner in the LIS.
5. SF 2 is the official
enrollment list of the
class and shall be used The reference should be SF1 which
as reference in any FALSE refers to School Register
other reporting that
requires the list of
officially enrolled
learners.

Module 2 – Relevant Laws for Teachers

Session 1: Magna Carta for Public School Teachers

Key Topic 1: Republic Act No. 4670

Required Task 1: Policy Reading
Read the Magna Carta for Public School Teachers. Write down portions in the document
that you think might be helpful as you practice your profession or those that you would like
more elaborations or clarifications on. Discuss them with your mentor. You may use the
format below. An example is provided for you.
 Input/Response from the Mentor/s or from
Topic and Page Queries/
the LAC session
number Points for
Clarification
Could I be in the When possible, the proper authorities
Section 11, page same school as my should make every effort to allow
husband/ married couples who are both public
Provision for Married Teachers first degree family school teachers to work in the same
member? area.
Teachers must have academic
independence in carrying out their
Am I allowed to
professional responsibilities, notably
Section 12, Academic study without
in terms of teaching and classroom
Freedom informing my
approaches without informing
working school?
anybody or asking for permission
from anyone.
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
Am I required to allow him time to prepare and correct
Section 13, Teaching go to my working exercises and other work incidental to
Hours school at 7am to his normal teaching duties: Provided,
4pm? however, that where the exigencies of
the service 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.

Required Task 2: Case Study

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

Related How should the matter

Scenari Issues and
Provision be properly resolved?
o concerns
s in the
Magna
Carta
Scenario 1: Teacher Teacher Sec. 8. Teacher Ana and
Ana is a Science teacher Ana was Safeguards Teacher Jurado
in a Senior High School and active in in should discuss the
has been very active in postering Disciplinary issue tother with
fostering a variety of variety of Procedure. their principal as the
learning strategies to learning moderator for the
(D. The
engage her learners in strategies conversation
right to
learning their topics. She to engage between them. After
would mostly ask her appeal to
her allowing them to
learners to do outdoor clearly
learners state their opinion
activities, explore the designated
but principal should
surroundings and come up authorities. )
suddenly advice both of them
with hypotheses related to Teacher to be considerate
their topic. Teacher Jurado on acknowledging
Jurado, the 53-year- old found her each of their
Grade Level Chair, found
teaching capabilities and
this teaching technique of
techniques even learn from
Teacher Ana Castro quite
quite each other.
disturbing since he
believed that Science disturbing. Teachers must
could be better learned consider others
through experiments within whenever they are
laboratories and paper-and- teaching to avoid
pencil exams. He raised disturbing others.
this concern to the principal
and has asked Teacher
Castro to explain her side
of the matter.
 Related How should the matter
Scenario Issues and
Provisions be properly
concerns
in the resolved?
Magna
Carta
Scenario 2: Teacher Teacher Sec. 8. Superiors at the
Connie was a newly- Connie's co- Safeguards in school should
assigned English public teacher, who Disciplinary conduct a seminar
school teacher in Mataas na was just next Procedure. to reignite teachers'
Nayon High School, and as to her Every teacher enthusiasm for
she started to adapt in the classroom, shall enjoy teaching while also
new setting of the school, she was not equitable introducing new
noticed something in one of managing the safeguards at methods of inspiring
the more seasoned teachers class well and each stage of and managing the
in the same department was any classroom. They
whose classroom is just next unconcerned disciplinary must also speak
to her. Most of the time, she about her procedure and with the concerned
would observe the teacher to
students' shall have: (D. teachers, offering
be giving short discussions
misbehavior. The right to suggestions and
among her learners and
This would appeal to instructions to
would leave them to do their
have an clearly ensure that the
own thing while she also sat
on the teacher’s chair scrolling impact on designated teaching and
her phone, not minding how Teacher authorities. ) learning process is
the class is misbehaving. In Connie's improved.
turn, this would affect the class.
class of Teacher Connie as the
learners in the next classroom
would tend to be noisy. When
she could no longer keep her
frustration, she went to the
classroom of her co- teacher
and gently confronted her
about the situation. Then, the
other teacher answered,
“Well, this is how I wanted to
teach, I have the academic
freedom to utilize my time no
matter how I want it. You
should try it, too” and left
Teacher Connie dumbfounded.
Scenario Issues and Related How should the matter be
concerns Provisions properly resolved?
in the
Magna
Carta
Scenario 3: Teacher Teacher Sec. 12. Teacher Antonio
Antonio is an Araling Antonio was Academic should be able to
Panlipunan Teacher in asking to Freedom. use academic
public high school for 5 set an autonomy in
Sec. 24.
years. He is taking up his appointment carrying out his
Master’s Degree in Study Leave
with the professional
Demographics and now in regent of responsibilities,
his final year to finish the the particularly in
program. He would only university to terms of teaching
need to complete his enroll and classroom
Thesis Study to fully himself for methods. The
graduate from the program. the final principal must
He asked to set an
term to grant Teacher
appointment with the
finish Antonio's request
regent of the university to
Master’s and provide the
enroll himself for the final
term thinking that he will be Degree necessary
given the Study Leave thinking that documentation
Allowance by the school. he will be and records, since
The next day, he talked given the it is his right and
with the principal about Study will benefit their
his plans, and how he Leave school.
thinks his study will also Allowance
help the school in the long by the
run. school.

Scenario 4: Teacher Teacher Sec. 27. Teachers in public

Sareemah moved from Sareemah Freedom to schools have the
Mindanao to Pampanga was a Organize. freedom to form
and was successfully muslim who and join
employed to teach in a wished to organizations of
public school. Rooted in her practice her their choice,
Islam culture and tradition, costoms as whether local or
Teacher Sareemah wishes a muslim, national, to
to practice her customs as but the develop and
a Muslim, like not eating Grade level defend their
pork, wearing her hijab coordinator interests without
when going to school, and
praying five times a day. gave her a prior authorization.
However, at the beginning of class Teacher
the school year, she schedule Sareemah must
realized that the Grade that inform both her
Level Coordinator gave her a conflicts Principal and
class schedule that conflicts with her Grade Level
with her prayer time at prayer time Coordinator and
Duhor (midday). at Duhor ask if it is possible
(midday). to consider her
religious beliefs
when making a
schedule.

Issues and Related How should the matter be

Scenari
concerns Provisions properly resolved?
o
in the
Magna
Carta
Scenario 5: Teacher Teacher Sec. 27. Teachers in public
Alonzo saw his photo Sareemah Freedom to schools have the
being shared in social was a Organize. freedom to form and
media by one of the muslim join organizations of
influential TV programs who their choice, whether
that hails itself as the wished to local or national, to
program that gives justice
practice develop and defend
to the poor and
disadvantaged. As he her their interests without
clicked the link of the costoms prior authorization.
program, there on his as a Teacher Sareemah
screen was the interview muslim, must inform both her
with one of his learners but the Principal and Grade
who told the host that her Grade Level Coordinator and
teacher, pertaining to level ask if it is possible to
Teacher Alonzo, didn’t
coordinator consider her religious
give her the chance to make
up for all her missed gave her a beliefs when making a
quizzes and was ridiculed class schedule.
by him in front of the class. schedule
Knowing the truth, Teacher that
Alonzo was enraged by the conflicts
false accusations of the with her
student until he received a prayer time
call from his principal and at Duhor
asked him to explain the
(midday).
matter to his office since
they are being pressured
by the TV program to give
his statement.

Related How should the matter

Scenari Issues and
Provisions be properly
o concerns
in the resolved?
Magna
Carta
(deped.gov.ph)
Challenge
Scenario 6: your Afterunderstanding
strong of the Magna Carta
They Sec. for Public
27. School Teachers
Teachers and
at public
explain
typhoons howthat the following
caused provisionscreated affectan your professional
Freedom to duties as a teacher.
schools have the
Choose only 3 provisions
multiple damages on the that were identified
organization below and
Organize.discuss it with your mentor
freedom to form or
colleagues
production in a LAC of session.
the Keep the essential question in mind while discussing:
that and join groups of
Essential question:
commodities in their area How does the Magna Carta for Public School Teachers impact my
professional promotes their choice,
farmed and duties tilled byasthe a teacher?
helping the whether local or
parents of the learners of
families national, to
Teacher Carla, she felt
Provisions in the Magna Carta Implications for Notes from the LAC session
compelled to do something affected by advance and
for Publicthe typhoonyour protect their
to help them, particularly School professional
in providing for their and able to interests without
Teachers duties as a
essential needs. But as raise moreteacher prior authorization.
she checked on her funds, than This section on Thisengaged
implies in that
1. Section Any teacher actual
she realized 13. thatTeaching
it wouldHours.P100,00O their response to be
Magna Carta for classroom instruction shall not
notAny teacher
even engaged
suffice in actual
for the which Public is School required to therender more typhoon's
than six
classroom
needs instruction
of three families,shall
so not be
more Teachers
than has the hours of actual victimsclassroom
was both teaching
sherequired
thoughtto renderhardmore andthan 6 following per day, which shall be scheduled
hours into
looked of actual classroom
her social mediateaching enough to appropriate and
per day. Provided, implications for to allow him time to prepare
Theyand
about some however, relief thathelp my their
professional correct
brilliant.
exercises and other work
where the
operations exigencies
being done by of the target might also utilize it
service so require, any teachernumber obligations as a incidental to his normal teaching
organizing a donation fund. of I may
teacher: to attracthowever,
duties: Provided, additionalthat
may be required to
After this, she immediately render more
families. stakeholders
utilize my excess where the exigencies to
of the service
than 6 hours,
messaged her but not exceeding 8
co-teachers time to prepare so require,their
anyschool,
teacherwhichmay be
hours
who areof also
actual teaching
living withinhoursShe a even
for my next class required to render more
could be beneficial than six
the area and asked day. them encouraged
and even settle all hours but not to more than eight hours
their educational
to contribute. Until her my co- ancillaries to of actual classroom
initiatives. teaching per
eventually, they were able teachers maintain
to a day.
to come up with a group healthy
participate routine as
name, created an on theapond teacher. This
announcement banner also assists me in
raising and
which they posted on their dealing with other
utilize issues
the such as
social media accounts, and
started to reach out to power family of matters
different individuals and social and others. The
organizations to help media. teaching and
them in their cause. At the learning process
end of their target date, can also be
they were able to raise simplified if we
more than PhP employ tactics
100,000.00, which they that promote
utilized in buying the learning.
needs of more than 50
farmers and their
families.
 2. Section 10. No Discrimination. Despite the fact There should be no prejudice in
There shall be no discrimination (i.e., that I am a entering the teaching profession,
gender, cultural, religious, disability, professional practicing it, or terminating it based
etc.) whatsoever in the entrance to teacher, I am free on anything other than professional
the teaching profession, and/or to practice my considerations.
during in exercising its duties or religious and
even in the termination of tenure in cultural views.
service. Because there
are no limitations,
we may be able
to apply our
strengths and
expertise in
teaching.
3. Section 27. Freedom to Organize. We may organize Teachers in public schools must
Public school teachers shall have an organization to have the freedom to form and join
the right to freely and without assist us in organizations of their choice,
previous authorization both to meeting the whether local or national, to
establish and to join organizations needs of our develop and defend their interests
of their choosing, whether local or students, as well without prior authorization.
national to further and defend their as the school and
interests. its surroundings.
Promotes
activities that will
benefit both our
students and
ourselves as
instructors.

Provisions in the Magna Carta for
Public School Teachers
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,
Implications for your Notes from the LAC session
professional duties as a
teacher
If necessary, we can At each level of any
defend our instructional disciplinary proceeding,
methodologies and other every teacher is entitled to
techniques. When our the following protections:
profession is threatened,
we have the right to a. the right to have the
defend ourselves. 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

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 seniority and pension
purposes.
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.
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. Teachers shall
be entitled to at least 60%
of their monthly salary
during the period of such
leave; provided, however,
that no teacher shall be
allowed to accumulate
more than one year of
study leave unless he
requires an additional
semester to complete his
thesis for a graduate study
in education or allied
courses; and provided,
further, that no
compensation shall be due
to the teacher after the first
year of such leave.

Session 2: The Code of Ethics for Professional Teachers

Key Topic 1: 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.

Teacher Antonio was entitled to defend himself by providing facts related to the
matter, and he was also entitled to have someone defend him if required, according to
Section 8 of the Magna Carta for Public School Teachers. Disciplinary Procedure
Safeguards. He could use the SF2 as proof that the concerned students were
frequently missing during his class, or he could use his class record to indicate that
the supplied statement was correct, and that just expressing care to the child for
grades was a teacher's approach 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?

Teacher Antonio was entitled to defend himself by providing facts related to the
matter, and he was also entitled to have someone defend him if required, according to
Section 8 of the Magna Carta for Public School Teachers. Disciplinary Procedure
Safeguards. He could use the SF2 as proof that the concerned students were
frequently missing during his class, or he could use his class record to indicate that
the supplied statement was correct, and that just expressing care to the child for
grades was a teacher's approach of motivating the students.

Key Topic 2: Provisions of the Code of Ethics for Professional Teachers

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

Scenario 2:
Teacher Ronnie has been teaching for the last five (5) years in a public
elementary school. Every time his principal asked him to attend a training, he
would always decline and give several reasons and alibis why he couldn’t
attend. What possible actions should be done by the school if he continuously
refuses?
We may define our boundaries in our obligations and responsibilities by being aware
about the Magna Carta for Public School Teachers. If necessary, I've used the laws to
defend myself, and because of the discussion with my mentor I realized how fortunate
I am to be a public-school teacher.

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.
Teacher Ronniie needs to be counseled on his responsibilities and duties as a public-
school teacher. His bosses must speak with him and provide guidance so that he
understands the advantages of participating in a seminar. In fact, he was fortunate to
be included because the conference he would attend will allow him to learn new
things. based on the Magna Carta for public school teachers’ section 7, Code of
Professional Conduct for Teachers. Teachers must be professional in his action and
words.

Prompt Answer Feedback

 If you were in the situation of Think of the most plausible
Teacher Dina, what would you do? solution that could be equally
beneficial to both parties. The
a. I will just pronounce my school principal has the authority
absence during the Reading to decide which options are best
Camp without having the in a particular situation. In the same
principal’s permission. way, as a proactive teacher,
D present options that align with your
b. I will follow the advice of values as educators and find a
my principal and request for common ground.
an excuse letter that I can
give to the university.

c. I will negotiate with the (refer to Article VII Section 1 and

principal and tell her that I Section 3 of the Code of Ethics for
need to take the examination Professional Teachers)
in order to proceed to my
master’s thesis. In exchange,
I will offer to render extra
service in lieu of the day
when I can’t render service.

d. I will negotiate with the

principal and tell her that I
need to take the
examination. To
recompense my absence, I
will offer to invite an external
resource person that could
help in the success of the
Reading Camp.

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 the scenario refers to Article

b. Sections 1 and 3 of Article VII VII Section 1 and Section 3
B of the Code of Ethics for
c. Preamble Professional Teachers
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 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
Implications for Notes from the LAC
your professional duties session
as a teacher
To maintain a healthy Teachers are not required
habit, you must to provide more than six
examine and manage hours of real classroom
your time effectively. If instruction each day,
necessary, you may according to the Code of
enlist the assistance of Ethics for Professional
your coworkers to fulfill Teachers, any teacher
your obligations and may be required to render
responsibilities without more than six hours but
exceeding your not exceeding eight hours
working hours. of actual classroom
Teachers are not teaching a day
required to provide
more than six hours of
real classroom
instruction each day,
according to the Code
of Ethics for
Professional Teachers,
therefore you must
manage your time to
prevent leaving the
school late and maybe
disturbing your
coworkers.
After the discussion Any teacher engaged in
about the graduation actual classroom
ceremony, Teacher instruction shall not be
Arthur may go to his required to render more
students' party to than six hours of actual
celebrate their classroom teaching per
graduation. For the day, which shall be
meeting to be only a scheduled to allow him
few hours, instructors time to prepare and
will not be needed to correct exercises and
work for more than six other work incidental to his
hours, and if they are normal teaching duties:
asked to stay longer, it Provided, however, that
 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.
will only be for a few where the exigencies of
hours. Principals are the service so require, any
constantly mindful of teacher may be required
the rules concerning to render more than six
working hours. hours but not more than
eight hours of actual
classroom teaching per
day.
Larry, the teacher, may Co-curricular and out-of-
be able to pursue other school activities, as well
jobs to supplement his as any other activities
family's income. He outside of what is defined
must recommend a as a teacher's normal
buddy who is capable duties, shall be
of tutoring the pupil. compensated at least 25%
And, if he truly of his regular
intended to aid the remuneration after the
student, he may teacher has completed at
provide a remedial least six hours of actual
session and classroom teaching per
examination for those day, notwithstanding any
who had a poor grade provision of existing law to
on the quarterly exam. the contrary.
Co-curricula and out-
of-school activities, as
well as any other
activities outside of
what is defined as
normal duties of any
teacher, shall be paid
an additional
compensation of at
least 25% of his
regular remuneration
after the teacher has
completed at least six
hours of work,
notwithstanding any
provision of existing
law to the contrary.
However, he must
comply with the
 Principal's rule that
teachers not charge for
tutoring services
provided to their
students.

Provisions in the Code of Implications for Notes from the LAC

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

Required Task: Pledge of Commitment (Portfolio Output)

MY PLEDGE OF COMMITMENT
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

I, Bernadeth R. Balagat , of

having

on the learning that you gained from this session and at the

been appointed to the position of

solemnly swear that I will well and faithfully discharge to the best of my
ability the duties of my present position and of all others I may hereafter hold
under the Republic of the Philippines, that I will support and defend the
Constitution of the Philippines, that I will bear true faith and allegiance to the
same that I will obey the laws, legal orders and Decrees promulgated by the
duly constituted authorities of the Republic of the Philippines and that I
impose this obligation upon myself voluntary without mental reservation or
purpose of evasion.

SO, HELP ME GOD.

What are your significant How will these learnings be of help to you
learnings? as a teacher?
As a result of teachers' contributions The Magna Carta for Public School
to the nation's development, Teachers will aid us in our efforts to
legislation was created to protect enhance our social and economic
the welfare of public school condition as public school teachers,
teachers and to promote, improve, including our living and working
and ensure their professional rights. circumstances, job opportunities, and
Teachers are protected by career possibilities.
regulations that may confine us but
also encourage us in maintaining
our personalities, acting
professionally, and setting a good
example for our students.
What other information related to the Code of Ethics
do you want to know? Please elaborate.
How will these learnings be of help to you as a
teacher?
Teacher must model strong character traits, including perseverance,

honestly, respect, lawfulness, fairness patience and unity. Educator must

commit wholly to the teaching profession itself. These learning help me to

know our primary responsibilities to our students and defines our role. It

serves as a guide to exhibit proper behavior to the learning community all

the times.