New-TIP-Course-5-DepEd-Teacher

Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
CORE COURSE
MICHELLE P. MIJAREZ – Teacher II
5
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 5:
The DepEd
Teacher
Introduction
W
ELCOME TO COURSE 5 of the
Teacher Induction Program. This
course introduces you to the
Department of Education and its organizational
structures, including the specific roles of the
different bureaus, offices, and units. It also
presents relevant laws and administrative
processes surrounding teachers’ roles,
responsibilities, and rights. Lastly, this course
orients teachers on the salaries, incentives, and
other benefits of DepEd teachers.
Intended Course Learning Outcomes
1. adopt practices that uphold the dignity of teaching as a profession by

exhibiting qualities aligned with the DepEd’s vision, mission, core values, and
strategic directions (7.2.2)
2. demonstrate understanding of how the different offices and bureaus
work to support DepEd in accomplishing its vision and mission
3. review personal teaching practice using relevant laws and regulations that
apply to the teaching profession (6.3.2)
4. demonstrate understanding of the details of teachers’ salaries, incentives,
and other benefits
Course Outline:
Module 1: DepEd Organizational Structure and Processes
Module 2: Relevant Laws for Teachers
Estimated time required: 4 hours
Portfolio Output: Action Plan (From Module 1, Session 1)

Module 1 – DepEd Organizational Structure Required Tasks
and Processes
• Reflections
Intended Module Learning Outcomes: • Policy reading
At the end of this module, you should be able to: • Scenario analyses
1. discuss the history and background of the public • Writing tasks
education system to understand the organizational • Organizational structure analysis
development of DepEd;
2. address concerns and respond to scenarios in the Required Resources
field using knowledge of existing laws and • Historical Perspective of The Philippine Educational
regulations on DepEd organizational structure and System, https://www.deped.gov.ph/about-deped/
processes; and history/
3. respond to real-life scenarios that require the • Republic Act No. 9155 on Governance of Basic
application of the knowledge on organizational Education Act, 2001
structures of the Department and the school.
• Republic Act No. 10533 on An Act Enhancing the
Philippine Basic Education System by Strengthening its
Module Outline Curriculum and Increasing the Number of Years for
Session 1: The Philippine Public Education System Basic Education, 2013
Session 2: DepEd Central Office Optional Readings

Session 3: DepEd Regional and Schools Division • DepEd Order No. 53, s. 2013 on Approval and
Offices Implementation of the 2013 DepEd Rationalization
Program
Session 4: The School Structure
• DepEd Order No. 52, s. 2015 on New Organizational
Structures of the Central, Regional, and Schools
Estimated Time Required: 2.5 hours
Division Offices of the Department of Education
4 The Teacher Induction Program - Core Course 5

Session 1: The Philippine Public Education
System
Key Topic 1: Historical Perspective of the
Philippine Educational System
As part of the Department of Education, it is essential to be

knowledgeable about the history and background of the
organization. In doing so, you will be able to know how the
department came about and what changes took place in
response to the challenges of the times. Read the article found
in the DepEd website and process your understanding through the
activity below. You can access the website through this link:
https://www.deped.gov.ph/about-deped/ history/
Guide for Mentors and Newly Hired Teachers 5

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 Development Events Implications
(What are the different time periods (What are the educational developments brought by (How does this affect the succeeding public education
identified this time period?) system?)
in the article?)
Pre-colonial Period Education was informal, unstructured, and devoid Essential learning was prioritized during this period
of methods. Children were provided more
vocational training and less academics (3Rs) by
their parents and in the houses of tribal tutors
Spanish Colonial Period The tribal tutors were replaced by the Spanish Formalization of education with defined
missionaries. administration and management by the Spanish
Education was religion oriented. 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
American Colonial Rule allowed it to spread their cultural values, particularly the English was adopted as the medium of instruction in all
English language, to the Filipino people. Instruction in public schools
English language, and American history, lead to forming
of a national identity and Filipino nationalism.
Contemporary Society Education and modern society have been mutually By implementing a curriculum that responds to the
dependent during this historical period. National current needs of society. Which will result in competent
(Third Republic-Present) societies expect their educational systems to provide students 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.

Key Topic 2: The Trifocalization of
Philippine Education
Prior to 1994, the Department of Education, Culture, and
Sports (DECS) had the sole responsibility in the administration,
policy formulation, and program implementation of education in
the Philippines. It supervises public education, private
education, as well as formal and non-formal education. To
examine the education system in the Philippines and draft
policy recommendations, the Congressional Commission on
Education or EDCOM was established by a Joint Resolution of
the Eight Philippine Congress.
Recognizing that there is a need to specialize administration in
higher learning and technical and vocational education, the
trifocalization of education through the virtue of RA No. 7722,
otherwise known as the “Higher Education Act of 1994” and
RA 7796, otherwise known as the “TESDA Act of 1994” or the
Trifocalization of Education Management was enacted. The
administration, policy formulation, and program implementation
of education in the Philippines would have three foci: (1) Basic
Education; (2) Higher Education; and (3) Technical and
Vocational Education. Read the excerpt from both policies and
answer the following reflection questions.

Republic Act No. 7722 - AN ACT CREATING THE COMMISSION ON HIGHER EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
Section 2. Declaration of Policy. - The State shall protect, foster and promote the right of all citizens to affordable quality
education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. The State shall
likewise ensure and protect academic freedom and shall promote its exercise and observance for the continuing intellectual
growth, the advancement of learning and research, the development of responsible and effective leadership, the education of high-
level and middle-level professionals, and the enrichment of our historical and cultural heritage.
State-supported institutions of higher learning shall gear their programs to national, regional or local development plans. Finally, all
institutions of higher learning shall exemplify through their physical and natural surroundings the dignity and beauty of, as well as
their pride in, the intellectual and scholarly life.
Section 3. Creation of the Commission on Higher Education. - In pursuance of the above-mentioned policies, the
Commission on Higher Education is hereby created, hereinafter referred to as the Commission.
The Commission shall be independent and separate from the Department of Education, Culture and Sports (DECS), and attached
to the Office of the President for administrative purposes only. Its coverage shall be both public and private
institutions of higher education as well as degree-granting programs in all post-secondary educational institutions, public and
private.

Republic Act No. 7796 - AN ACT CREATING THE TECHNICAL EDUCATION AND SKILLS
DEVELOPMENT AUTHORITY, PROVIDING FOR ITS POWERS, STRUCTURE AND FOR OTHER
PURPOSES
SECTION 2. Declaration of Policy. — It is hereby declared the policy of the State to provide relevant, accessible, high quality
and efficient technical education and skills development in support of the development of high-quality Filipino
middle-level manpower responsive to and in accordance with Philippine development goals and priorities. The State shall encourage
active participation of various concerned sectors, particularly private enterprises, being direct participants in and immediate
beneficiaries of a trained and skilled workforce, in providing technical education and skills development opportunities.
SECTION 3. Statement of Goals and Objectives. — It is the goal and objective of this Act to
a) Promote and strengthen the quality of technical education and skills development programs to attain
international competitiveness;
b) Focus technical education and skills development on meeting the changing demands for quality middle- level
manpower;
c) Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of
middle-level manpower development programs;
d) Recognize and encourage the complementary roles of public and private institutions in technical
education and skills development and training systems; and
e) Inculcate desirable values through the development of moral character with emphasis on work ethic, self-
discipline, self-reliance and nationalism.

Required Task 2: Reflection Questions 2. Which turning point in the history of the public
education system has huge implications in the
Answer the following reflection questions below based on
development of the Department of Education?
the excerpts.
1. What educational practices observed in the
historical stages of development are the Under American Colonial Rule allowed it to spread
foundational elements of education in the their cultural values, particularly the English language, to
Philippines? the Filipino people. Instruction in English language, and
American history, lead to forming of a national identity
and Filipino nationalism.
According to the history, the Philippine education had

manifested in the culture of the people. The education
establishments comprised of the private schools that are
owned and manage by private individuals or corporations
and the public schools that are owned and manage by the
state

3. What are the implications of the trifocalization of Key Topic 3: The Governance of Basic Education Act
education in the administration and management of
education in the Philippines?
The Republic Act No. 9155, otherwise known as the
Governance of Basic Education Act of 2001, renames the
This trifocalization (or trifocalisation) of education Department of Education, Culture and Sports to
aimed to give proper attention to (i) basic, (ii) training Department of Education (DepEd). The law also serves as a
and vocational, and (iii) higher education. It has framework decentralizing governance to the field and
committed itself to achieving universal primary education
making the schools and learning centers (LCs) the “heart of
and has moved to provide free access to basic public
education for all children. the education system.” It promotes the principle of shared
governance which recognizes that every unit in the
Department of Education has a particular role, task, and
responsibility inherent in the office and for which it is
principally accountable for outcomes.
To carry out the goals of the department, the DepEd has
organized itself into two major structural components:
- the Central Office that maintains the overall
administration of basic education at the national
level; and
- the Field Offices - the regions, divisions, schools,
and LCs – that are responsible for the regional and
local coordination and administration of the
Department’s mandate.
The governance of basic education shall begin at the Central

Office (CO) and will be transmitted to the Field Offices
where the policy and principle for the governance of basic
education shall be translated into programs, projects, and
services developed, adopted, and offered to fit local needs.
Thus, the principles of accountability and transparency shall be
operationalized in the performance of functions and
responsibilities in these offices.

Read the excerpt from the RA No. 9155:
SEC. 3. Purposes and Objectives. – The purposes and objectives of this Act are:
• to provide the framework for the governance of basic education, which shall set the general directions for
educational policies and standards and establish authority, accountability, and responsibility for achieving higher
learning outcomes;
• to define roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects, and services in communities they serve;
• to make schools and learning centers the most important vehicle for the teaching and learning of national values and
for developing in the Filipino learners love of country and pride in its rich heritage;
• to ensure that schools and learning centers receive the kind of focused attention they deserve and that
educational programs, projects, and services take into account the interests of all members of the community;
• to enable the schools and learning centers to reflect the values of the community by allowing
teachers/ learning facilitators and other staff to have the flexibility to serve the needs of the learners;
• to encourage local initiatives for the improvement of schools and learning centers and to provide the means by
which these improvements may be achieved and sustained; and
• to establish schools and learning centers as facilities where school children are able to learn a range of core
competencies prescribed for elementary and high school education programs or where the out-of- school youth
and adult learners are provided alternative learning programs and receive accreditation for at least the equivalent of
a high school education.

Required Task 1: Writing Task
2. RA No. 9155 states that “the school shall be the heart
Answer the following questions. You may answer each item in 4- of the formal education system.” How does this
7 sentences. statement relate to you as a teacher and as a part of a
larger organizational landscape?
1. As part of the DepEd, how can you contribute to
successfully implement programs of the Department and
As a teacher, this statement for me implies that the school
carry out its purpose and objectives? Give specific
is the center of the teaching and learning process, that the
ways and examples. teacher and the school shall have a single aim of
providing the best possible education for all learners. We
teachers should provide learning experiences that are
As part of the DepEd institutions, I will provide my suited to the students and prepare them on how to deal
learners with substantial delivery of the lessons and with the challenges of the continuously changing world.
making sure that the policies plan programs and projects As a teacher, in order to provide a quality education, we
will be monitored. should also seek continuous professional development
and follow the rules set by the institution.

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.
Summary
• The Department of Education (DepEd), by virtue of
1. Dry run of Modular Delivery RA No. 9155, otherwise known as Governance of
2. Remote enrollment Basic Education Act of 2001, is mandated to
3. Online Reading Assessment using PHI-IRI formulate, implement, and coordinate policies, plans,
Materials programs, and projects in the areas of formal and non-
4. Online Class formal basic education. DepEd supervises all elementary
and secondary education institutions, including
5. Weekly Kamustahan and Orientation with the
alternative learning systems, both public and private;
Parents and Pupils
and provides for the establishment and maintenance of
6. Conduct of Home visitation to pupils at risks
a complete, adequate, and integrated system of basic
7. Continuous professional development education relevant to the goals of national development.
(You can revise the answer below, based on the • The history and background of the public school
best practices implemented in your school.) system and the DepEd Organizational Structure
provide a context on how the Department improves to
ensure that its personnel are supported and guided to
fulfill their roles towards achieving the vision,
mission, and goals of the department.
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 know) (What you have learned
after the session)
DepEd is organized by the two Why is it three government I have learned that without these
structures: a) Central Office b.) agencies manage the different structures of DepEd The institution
Field Office level of education? The DepEd, will not function well.
CHED and TESDA? Why not only
one government?

Key Topic 1: The DepEd Management Structure Required Task 1: Policy Reading
The Department of Education is organized to enable the
department to carry on its true mandate as stipulated in RA No.
9155 otherwise known as the Governance of Basic Education A. The DepEd Rationalization Program
Act of 2001.
The DepEd Rationalization Program is an effort to
The Department of Education’s Central Office shall exercise efficiently maximize the department’s functions so it
overall authority and supervision over the operations of the can focus on attaining its vision, mission, objectives, and
department and the attainment of its mandate. Specifically, its core business—education.
the office is designated to:
For DepEd to focus on its core business, there is a need to
• set overall education agenda, directions, and reiterate the goals of the DepEd Rationalization Plan
policies; concerning the different organization levels of the
• formulate systems and standards for national department. The goals are as follows:
adoption; • have a more efficient and effective central
• perform investment programming; office that focuses on policy making, standards-
setting, and overall leadership of the department;
• articulate national frameworks to guide the
organization in the performance of its core functions and • have a re-engineered regional office that
the provision of support; focuses on localization of policies, performs
• oversee quality assurance and performance quality assurance, and fulfills its duties as the
accountability; and technical support hub of its divisions; and
• build partnerships with the Local Government Units • have a re-engineered division office that
(LGUs) & Non-Governmental Organizations (NGOs). focuses on field leadership and supervision
to better support the schools in delivering
education services to the learners.
Study the DepEd Organizational Structure by visiting the The DepEd Rationalization Program, is one of the key
DepEd website: https://www.deped.gov.ph/about-deped/ steps undertaken by the Department to better manage
central-office/. the implementation of the K to 12 Basic Education
Program.

B. New Organizational Structures of the Central,
Regional, and Schools Division Offices of Background
the Department of Education
1. In August 2001, Republic Act No. 9155, An Act Instituting
The DepEd Order No. 52, s. 2015, also known as the A Framework of Governance for Basic Education,
Establishing Authority and Accountability, Renaming
New Organizational Structures of the Central, the Department of Education, Culture and Sports as
Regional, and Schools Division Offices of the the Department of Education, and for Other Purposes,
Department of Education has the following purpose: otherwise known as the Governance of Basic Education
Act of 2001, was issued. It provided a framework for the
(a) focusing government efforts on the exercise of governance of education, decentralizing governance to the
its fundamental functions of establishing and field, and making the schools and learning centers the
providing the appropriate social, political, and heart of the education system. The law also established the
authority and accountability of the various organization levels
economic environment within which of the Department of Education (DepEd).
development can prosper;
2. In October 2004, Executive Order No. 366 (EO 366, s.
(b) transforming the bureaucracy into an effective 2004), Directing A Strategic Review of the Operations
and efficient institution for the delivery of and Organizations of the Executive Branch and
Providing Options and Incentives for Government
core public services; and
Employees Who May Be Affected by the Rationalization
(c) ensuring the long-term sustainability of core of the Functions and Agencies of the Executive
Branch, was issued. According to Section 2 of the said
government services through resource EO, the initiative aimed to: (a) focus government efforts
mobilization and cost-effective public and resources on its vital/core service; and (b) improve the
expenditure management. quality and efficiency of government services delivery by
eliminating/ minimizing overlaps and duplication, and
Study the DepEd Central Office Organizational improving agency performance through the rationalization of
Structure and read the following excerpt from DepEd service delivery and support systems, and organization
Order No. 52, s. 2015. After reading, answer the structure and staffing (Section 2, EO 366, s. 2004).
following questions. You may answer each question in 3- 3. In December 2011, DepEd embarked on the review and
5 sentences. revision of its Rationalization Plan (RP) based on RA No.
9155 and long-term reforms needed in the education sector to
You may access DepEd Order no. 52, s. 2015 through this respond to fast-changing demands of the local and global
link: https://www.deped.gov.ph/wp-content/ environment.
uploads/2015/10/DO_s2015_52.pdf 4. On November 15, 2013, the DepEd Rationalization Plan
(RP) was approved by the Department of Budget and
Management (DBM). The approval included the
rationalized structure and staffing pattern of offices at
the central, regional, and schools division levels.

Rationale of the Organizational Structures
1. The rationalized organizational structures and staffing patterns were a result of the thorough study of the DepEd
Change Management Team (CMT) on the current structures, functions, and staffing complement of the DepEd offices vis-à-
vis the long-term education reforms, requirements of the learners and the changing environment, and national government policies.
2. The approved organizational structures are consistent with the provisions of RA No. 9155 in applying the principles of
decentralization and shared governance to ensure accountability and relevance to the context, and development needs of the learners
and stakeholders of the various organizational levels.
3. In developing the organizational structures, the DepEd CMT also identified the themes or organizational strands common
to all levels of the Department. These organizational strands reflect the similarity of functions and objectives of offices and
units. The organizational strands are as follows:
1. Office of the Secretary
The Office of the Secretary (OSec) provides overall leadership and direction at the national level. Attached and
support agencies to DepEd are included under the OSec.
2. Curriculum and Instruction
This strand ensures that the organization focuses on the delivery of a relevant, responsive, and effective basic
education curriculum around which all other strands and offices provide support.
3. Strategic Management
This strand enables the organization to focus on long-term directions and interface with the internal and external
environment and stakeholders.
4. Governance and Operations
This strand ensures the capacity of the organization to continuously improve and be strategic in managing the
environment for which “teaching and learning” takes place.
5. Legal and Legislative Affairs
This strand enhances the capacity of the organization to deal with legal matters and to be proactive in moving forward
its legislative agenda.
6. Finance and Administration
This strand ensures the efficiency to support the organization as a whole to focus on its core business and thus
attain its targets through the provision of finance and administrative services.

1. Why is there a need to rationalize and
restructure the Department of Education? 2. In what ways can the restructured DepEd,
through the Rationalization Program, help you as a
DepEd personnel and a public-school teacher?
Restructuring the Department of Education was required
to implement our strategic plan for progress in every It will act as a guide for teachers in adopting teaching
school, particularly in light of the changing needs and norms and standards as well as processes to meet the
demands of our society. Similarly, on this day of present demands on the educational system. It will also
pandemic, the department of education must redesign the give all teachers an understanding of how to use tactics to
system to deal with the current situation. 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 Answers Feedback

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

Session 3: The DepEd Regional Office The regional offices are categorized based on size
and Schools Division Offices classification and shall be classified as small, medium, or
large. Hence, the Organizational Structure of the Regional
Office is presented in Figure 2 on the next page.
The DepEd Regional Office works with the LGUs and
educational stakeholders to develop a policy framework that
reflects the needs, opportunities, and aspirations of the
regional community. It provides overall field leadership to
schools divisions by setting regional policy directions,
standards, and strategies consistent with the national
framework for the development and management of programs
and projects relevant to the socio-cultural context of the region.
Thus, it is responsible and accountable for building a
community of schools divisions and their continuous
development in order to create a collective effort to achieve
the region’s goals. Specifically, the DepEd Regional
Office:
• sets Regional agenda, directions, and policies to
address the context and needs of the region;
• localizes curriculum;
• adapts to or adopt the national policies, programs, and
standards;
• manages the Department’s mandate at the regional level
and Quality Assurance;
• provides technical assistance to schools’ divisions;
• manages program investment and equitable
allocation of resources; and
• establishes and manages partnerships.

Fig. 1. Organizational Structure of the Regional Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education

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.
A. Quality Assurance E. Curriculum & Learning Management

B. Office of the Regional Director F. Education Support Services
C. Field Technical Assistance (FTA) G. Policy, Planning & Research
D. Human Resource Development H. Finance
I. Administrative
Function Answers Feedback

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

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

Key Topic 3: The Schools Division Office (SDO)
As the frontline office of the Department for the
management of basic education delivery, the SDO supervises
schools and learning centers, which are the direct
implementers of educational programs for learner
development. It also supervises the implementation of the set
policies and programs in the schools and learning centers and
provides technical support to the schools and LCs.
Specifically, the SDO’s functions include:
• implementation of the education agenda and
policies;
• management of the curriculum implementation;
• provision for instructional supervision;
• building of communities of schools and LCs;
• offering of technical assistance to schools/LCs;
• execution of equitable distribution of resources; and
• establishment and management of partnerships.
The SDOs are categorized based on size classification

and shall be classified as small, medium, or large. The
Organizational Structure of the SDO is presented in Figure 2 on
the next page.

Fig. 2. Organizational Structure of the Division Office
DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education

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 SGOD It was classified as SGOD since it deals
conduct of their Continuous Improvement Plan (CIP) in eradicating the with planning and research.
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 SGOD It was placed under the SGOD because
in the last period before class dismissal. She then seeks help from the head it requires help from the area of human
teacher and colleagues for some advice. Upon learning about Teacher April’s resources development.
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 SGOD It was classified as SGOD since it
situation reports to the SDO on any hazard affecting the school operations discusses Educational Facilities.
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- CID Since the scenario described about
conference meeting with her Department Head for her upcoming classroom Instructional Management Part, it was
observation. She wants to know the best ways on how she can employ the considered as CID.
indicators required in the Classroom Observation Tool (COT).
Teacher Melvin is assigned as the Room Examiner in the conduct of the National CID Since the scenario described about
Achievement Test. He checks if the Room Examiners adhere to the instructions in Direct Instructional Supervision Part, it
the Examiner’s Handbook. was considered as CID.

Optional Task: Reflection
Reflect and answer the following questions: 2. Why should a teacher know who to approach in
addressing concerns related to his or her duties?
1. What is the relevance of knowing the DepEd
organizational structure and school processes to the
performance of your duties as a teacher?
It is important to know who to approach in
addressing concerns related to my duties as a
It is essential for a teacher teacher it helps me to do my functions and
to understand the department of education structure responsibilities effectively and efficiently.
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.

Summary
• DepEd Order No. 52, s. 2015 identified

organizational actions that were taken on the
existing offices in the Department. It presents the
official organizational structure of the DepEd
Central, Regional, and Division Offices.
• The Central Office focuses on policy making,
standards-setting and overall leadership of the
department. The Regional Office provides overall field
leadership to schools’ divisions by setting
regional policy directions, standards, and strategies
consistent with the national framework for the
development and management of programs and
projects relevant to the sociocultural context of the
region. The Schools Division Office manages basic
education delivery, and supervises schools and
learning centers, which are the direct implementers of
educational programs for learner development.
• It is important for newly hired teachers to be familiar
with the DepEd organizational strands and the roles and
functions of offices in different structural levels
(central, regional, and division level) for them to have a
better understanding and appreciation of how the
different offices work together. It also helps teachers
know which offices are in charge of concerns that
they may encounter in the field.

Session 4: The School Structure
Schools and Learning Centers (LCs) serve as frontline services of the

department. LCs are accountable for education and learner
outcomes. Consistent with the national educational policies, plans,
and standards, the school or learning center has the following
functions:
• take accountability in achieving higher learning
outcomes;
• implement the curriculum and be accountable for
higher learning outcomes;
• provide equitable opportunities for all learners in the
community;
• develop an education program and school
improvement plan;
• create an environment conducive to teaching and
learning;
• lead and manage itself and its resources; and
• establish and manage linkages with stakeholders.
There shall be a school head for all schools and LCs. The
school head, who may be assisted by an assistant school head,
shall be both an instructional leader and administrative manager.
The school head shall form a team with the school
teachers/learning facilitators for delivery of quality educational
programs, projects, and services. A core of non- teaching staff
shall handle the school’s administrative, fiscal, and auxiliary
services.

Organizational Structure of a Large Stand-alone Senior High School
Fig. 3. Organizational Structure of a Large Stand-alone Senior High School

DO 19, s. 2016, Guidelines on the Organizational Structures and Staffing Patterns of
Stand-alone and Integrated Public Senior High School (SHS)

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.
You may access the DepEd Orders through this link:
DepEd Order No. 19, s. 2016: https://www.deped.gov.ph/orders/do-19-s-2016

Teacher Leo creates activities to make sure that learners and teachers Librarian/LRMDS Coordinator The
The scenario
librarian depicts
ensures aefficient
access the place where reading materials and learning resources are kept. Librarian/LRMDS to learning
and effective access
He also crafts a schedule of the classes that could visit the place. He resources for duties
Coordinator's teachers
and and
coordinates with the School Head for the selection, acquisition, learners, as well
responsibilities. as scheduled
organization, and maintenance of reference and reading materials. visits by class groups and
coordinates with the property
custodian and/or Principal for
the selection, acquisition,
organization, and maintenance of
reference and reading materials.
.
Teacher Lorrine is handling a case of some Grade 7 learners who were Guidance Counselor TheThescene
prefectportrays an action
of discipline or the
caught cheating by their adviser. She calls the attention of the parents by the Guidance
guidance counselor isCounselor in
responsible for
and reports to them what the learners did. Since it is the first incident, student behavior management
dealing with cheating students linked
the learners are reprimanded and reminded of the importance of to specific roles and functions
honesty and of not cheating. and makes the learners adhere to the
policies, procedures, and activities
that encourage good behavior in the
school.

Teacher Steffi is conducting a career guidance and advocacy Subject/Learning Area Coordinator/ The scenario depicts a
seminar to Grade 12 learners focusing on the four exits envisioned for Department Head Subject/Learning Area
SHS graduates—namely, higher education, entrepreneurship, Coordinator/ Department Head
employment, or middle-level skills development. Afterward, she gives duties and responsibilities.
them a survey to answer on what they plan for their career
development after SHS.
Mark Anthony is preparing a budget plan for the continuous Administrative Officer The scene portrays a job of an
improvement of the school for the month of August. He is also Administrative Officer.
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, issuance, maintenance, and safekeeping Property Custodian Miss Rhea's actions portrayed
of supplies, materials, and equipment and other properties and facilities the school's Property
of the school. She also conducts and maintains the inventory of Custodian duties and
properties and prepares the required reports for the School Head’s obligations.
reference.v

Key Topic 5: School-based
Management (SBM)
The School-based Management (SBM)
is an initiative of the Department of
Education to decentralize and empower
the school communities to enable them
to actively participate in the continuous
improvement of schools towards the
attainment of higher pupil/student
learning outcomes. With SBM, the
school is regarded as a key provider of
education. The SBM empowers the
school’s key officials to make
informed and localized decisions based
on their unique needs toward
improving our educational system
(DepEd Memo no. 386, s. 2009).

To foster harmonious relationships with the wider school
community, it is important to involve learners, parents, and
other stakeholders in identifying and resolving issues and
concerns in the school community. Discuss how you can
help in each scenario and involve some key personnel who
can help you resolve the following challenges.
Scenario 1
Teacher Lozano, the mother of one of your advisory
students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry and
disappointed about what happened because the incident
was not addressed and resolved properly. Her daughter is
still afraid and decided not to go to school that day. The
incident happened during Science time because the teacher
was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class
during that time. Who should you seek help to?
To avoid such bullying among the students, she

needed to first approach the science teacher and
request if she was able to attend the class on time.
On the other hand, she needed to seek assistance
from the guidance councilor to provide adequate
procedures for disciplining the concerned
students. She should also notify the bully student's
parents or guardians so that they can discipline
their child.

Scenario 2 Scenario 3
Teacher Mary Ann, a fellow teacher whom you consider a Lito, the class president of your advisory class, was elected
friend, messaged you on Facebook and told you that she as the president of the Supreme Student Government
will be absent tomorrow. She asked you to substitute all her (SSG). After three months, his subject teachers are having
five classes. Without letting you respond, she already trouble with his class standing because of his frequent
sent you the learning materials for her lessons tomorrow. absences and non-submission of required written and
However, you also have classes to attend and your learners performance tasks. Lito is getting overwhelmed with the
are expecting to deliver a performance task that they I various school
will conduct activities class
a make-up he manages. What are you going to
for the concerned
prepared for. What are you going to do as a colleague and do as thewho
students adviser?
are affected by the school activities so
who should you direct her to? that they can cope with the lesson and complete the
needed written works and performance task.
As a fellow teacher and a friend, I must accept Teacher
Mary Ann's request for assistance in determining if her
cause was an emergency or an urgent matter. First, I will
counsel my buddy and tell her that our students are our
responsibility, and I will encourage her to avoid being
absent, especially when there are many tasks to
complete. Then I'll enlist the services of the floating
instructors, who are in charge of handling such tasks
when regular teachers weren’t able to attend the class.
In addition, I will endorse the teaching resources that
my friend gave to me in order to make her teaching and
handling the class easier and more effective.
Session 5: Common/Standardized Key Topic 1: Adoption of School Forms
School Forms and Standardization of Permanent Records
Required Task 1: Preliminary Activity

Estimated time required: 1 hour 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.
Required Tasks Legend: K – Kinder

The following are the tasks in this module. ES – Elementary School (Gr. 1 to 6) JHS –
• Reading activities Junior High School (Gr. 7 to 10) SHS –
• Checklist Senior High School (Gr. 11 & 12)
• Scenario Analysis
• Interview
• Writing Activities
• Quizzes
Required Resources
• Philippines, Department of Education. Adoption of
New School Forms for Kindergarten, Senior High
School, Alternative Learning System, Health and
Nutrition and Standardization of Permanent Records (DO
58, s. 2017). Pasig City: DepEd Orders, 2017.
• Philippines, Department of Education. Guidelines on the
Preparation and Checking of School Forms (DO 11, s.
2018). Pasig City: DepEd Orders, 2018.

Answer only if Very Needs Further
Standardized School Forms Familiar
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 Attendance ES, JHS, SHS
/
SF5 – Report on Promotion and Learning Progress and Achievement K, ES, JHS
SF5A – End of Semester and School Year Learner Status SHS
SF5B – List of Learners with Complete SHS Requirements SHS

/
SF6 – Summarized Report on Promotion ES, JHS, SHS
/
SF7 – School Personnel and Assignment List and Basic Profile ES, JHS, SHS
/
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
(Answers vary. The answers can be used by the mentor to help the mentee/newly-hired teacher about the school form/s he/she
is unfamiliar with.)

Key Topic 2: The K to 12 and the New
Required Task 2: Reading
Standardized School Forms
Read DO 58, s. 2017 – Adoption of New School Forms for
Kindergarten, Senior High School, Alternative Learning System,
With the nationwide implementation of the K to12 Basic Health and Nutrition and Standardization of Permanent
Education Program, particularly of Senior High School (SHS), Records. (URL, hyperlink)
and the intensified implementation of the Alternative
Learning System (ALS), the Department of Education (DepEd)
issued a policy, DepEd Order No. 58, s. 2017 or the Adoption
of New School Forms for Kindergarten, Senior High School, Key Topic 3: School Forms
Alternative Learning System, Health and Nutrition and
Standardization of Permanent Records, that institutes new forms
to be used in schools and other institutions delivering basic The set of modified school forms provides information
education (particularly Kindergarten, SHS, and ALS) and that are significant in planning, resource allocation, and
standardizes the forms for the learners’ health and nutrition performance monitoring and evaluation. The use of these
and permanent records. forms is mandatory in all public schools.
You should become familiar with the following School Forms and
This set of new, standardized school forms provide their descriptions, codes, and, where applicable, Grade Levels as
significant information that is valuable in making evidence- stipulated in DepEd Order 58, s.2020.
based assessment, planning, resource allocation, performance
monitoring and evaluation. The use of these forms in all public
schools is mandatory. No other forms will be used as official
documents in public schools nationwide unless approved
(DO 58, s. 2017).

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

SCHOOL FORM DESCRIPTION CODE GRADE LEVEL
School Form 9 – Learner’s Progress Report Card An individual, periodic report of a learner’s academic achievement per SF9 -ES ES
grade level
SF9-JHS JHS
SF9-SHS SHS
School Form 10 – Learner’s Permanent Academic An individual record of a learner’s academic achievement per level SF10-ES ES
Record
SF10-JHS JHS
SF10-SHS SHS
Alternative Learning System (ALS) Form 1 – List A list of potential ALS learners identified during the mapping
AF1 -
of Mapped and Potential Learners activities
ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest to
AF2 -
enroll in ALS Program
ALS Form 3 – Master List of Enrolled Learners and A record of learners who are officially enrolled in ALS classes and
End of Program Assessment their individual assessment status at the end of the program for the -
calendar year. AF 3
ALS Form 4 – Master List of A& E Registrants A list of candidates qualified to take the A & E accreditation and
AF4 -
equivalency exam.
ALS Form 5 – Learner’s Permanent Record A record of learners’ basic personal profile and learning
AF5 -
performance

Identify the school forms to be utilized in the following situations.
Situations Answers Feedback

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

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 Needed SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
/ / / / / / / / / /
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:
A. 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 to be used Answer

AF3 AF3 refers to a record of
1. Official lists of learners enrolled in ALS learners who are
officially enrolled in ALS
classes
AF2 AF2 refers to a Basic
2. Basic information of individuals who signified interest to enroll in ALS information sheet of
individuals who signified
interest to enroll in ALS
AF1 AF1 is refers a to list of
3. Record of learners after the mapping activity done in community mapped learners
AF5 AF5 refer to a learners
4. Report of learners’ learning progress progress and permanent
record
5. List of candidates qualified to take the Accreditation & Equivalency AF4 AF4 refers to List of
Test candidates qualified to
take the A & E Test
B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you have gray areas, you may seek the
help of your mentor or any member of the School Forms Review Team (SFRT). Write your new learnings about school forms in
bullet points

 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– Report on
Promotion and Learning Progress and Achievement– End
of Semester and School Year Learner Status– List of
Learners with Complete SHS Requirements SHS SF6 –
Summarized Report on Promotion– School Personnel and
Assignment List and Basic Profile ES, JHS, SHS SF8 –
Learner’s Basic Health and Nutrition Report, SF9 –
Learner’s Progress Report Card SF10 – Learner’s
Permanent Record
 These are the following ALS Form- AF3 refers to a record
of learners who are officially enrolled in ALS classes AF2
refers to a Basic information sheet of individuals who
signified interest to enroll in ALS AF1 is refers a to list of
mapped learners AF5 refer to a learners progress and
permanent record AF4 refers to List of candidates
qualified to take the A & E Test
 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.
Summary
SFs 1, 2, 4, 5, 6, and 8 are used to record data of learners in

elementary level (Grades 1 to 6), junior high school level (Grades
7 to 10), and Senior High School (Grades 11 and 12). SF3
captures information related to learner materials distribution
and SF7 collects information about each school personnel’s
current official duty or teaching assignments. SF9 is the
Progress Report Card and SF10 is the permanent record. Only
SFs 5 and 8 are prepared in the Kindergarten level.
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.
Accountability- Reliability
You are responsible for preparing dependable data that contains You should provide data that is
accurate and current information about your students, as well as trustworthy and data that is
ensuring that the information provided is consistent across all consistent across all school
school forms. forms.
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
The preparation and checking of school forms, undertaken to

ensure the quality and consistency of learner information, are
among the critical activities conducted at the end of every
School Year (SY). The DepEd hereby prescribes, thru DO 11,
s. 2018, the standard process and protocols in the preparation,
evaluation, and updating of school forms conducted at the end
of every school year to provide a reliable assurance mechanism
of learner information, ensure the quality and timeliness of school
reports, and reduce the resources spent for clerical and records
management.
Anchored on the principles of accountability, accuracy and

reliability of data and efficiency, DepEd has simplified the
procedures on how to efficiently prepare the school
forms. DepEd has prescribed standard process and protocols
in the preparation, evaluation, and updating of school forms
(DO 11, s.2018).
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 FALSE She must attach the needed supporting
2 copies of SF10-ES without attaching any documents to validate the information on
documents for the checking of her forms. the SF10
Teacher Rochelle, a Grade 7 class adviser, could not FALSE Sf10 is the learners permanent record the
encode the SF10-JHS of one of her learners because absences should be recorded on the SF2 –
of the absence of SF10-ES as the attachment. Daily Attendance Report of Learners
Aira finished the Grade 8 level and would like FALSE The transaction should be teacher to
to continue her studies in the same school. She teacher on the said school or it can be also
asked for her SF10 and would like to submit it to endorsed by the record keeper.
her soon-to-be adviser.
Che-che transferred out to continue Grade 11 to FALSE The transaction of SF10should be school to
another school, she needs to bring a photocopy of school. She was only be able to bring a
her SF10. certificate of enrollment as a proof that she
enrolled as a grade 11 student.
Upon the receipt of the written request, Teacher Mia, TRUE
the designated record-keeper of the school, prepared
the pertinent documents of the learner and sent it to
the requesting school.
Key Topic 2: Forms to be accomplished by the Class Adviser

Tasks of the Class Adviser
• At the beginning of the SY, collect supporting
documents (PSA Birth Certificate, Baptismal
Certificate or any equivalent document) to establish
the identity of each learner assigned to his/her
advisory class
• If the learner came from another school, coordinate the
transfer of the Learner’s Permanent Academic Record
and validate its authenticity
• Observe due diligence in encoding the learner’s basic
information into the LIS to avoid issues in data accuracy
and reliability
• After encoding all learner information in the LIS,
generate SF1 (serve as the official enrolment list
and as reference in any other reporting) using your
system account
• Download SF2 from the LIS with pre-loaded names of
learners and forward to the school head for assessment,
consolidation, and preparation of SF4
• At the end of the SY, once the computation of
final rating for each learning area is done, transfer these
grades from your class record into SF10 as the basis
for updating each learner’s status (promoted,
conditionally promoted or retained) in the LIS
• SFs 5 and 6 for your class can be generated from the
LIS using the school level access accounts.
• These four (4) SFs (SF1, SF4-February & March, SF5
and SF6) generated from the LIS shall be the focus of
checking and should be supported by the appropriate
documents.
• For graduating/moving up levels (Kinder, Grades 6, 10,
& 12), prepare awards and/or certificates and
check against the SF1 for consistency.

Fig. 4. Focus Areas of Checking and Means of Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

Fig. 5. Standard Process and System Validation
DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms

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

Accuracy of data Assure that the formula and Recheck the forms
input data are correct
THINK
Pressured Learning relieve
FEEL
Prepare the data Input the data with accuracy Correct all the data error
DO

Summary
References (Documents to be Output (Reports/Forms to be

Responsible Person
Checked) Validated)
Compile supporting documents Ensure that the following SFs
particularly on the learner’s eligibility generated from the LIS are correct:
for admission, such as:
• PSA Birth Certificate/another
equivalent document SF1 – School Register
• SF9 (formerly Form 138) and SF10 SF2 – Learner Daily Attendance
Class Advisers • (formerly Form 137), or ECCD Report (for the months of February
Checklist, Kindergarten Progress and March only)
• Report, and Certificate of Completion SF5 – Report on Promotion and
for Kinder Level of Proficiency (including SF5-K,
• PEPT/PVT/A&E Certificate (if SF5A-SHS and SF5B-SHS for Grade 12)
applicable)
Familiarity with DepEd forms is crucial in order to efficiently

accomplish forms that are mandated by the Department. No
other forms will be used as official documents in public
schools unless approved by the Office of the Undersecretary
for Planning and Field Operations.

Required Task 3: Quiz
True or False. Indicate whether the following statements are true or false.
Statements Answers Feedback

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

Suggested Additional Readings
• Kindergarten education shall mean one (1) year of
preparatory education for children at least five (5)
years old as a prerequisite for Grade I.
The Basic Education Information System (BEIS) is a database of
education statistics, sector performance indicators and profile • Elementary education refers to the second stage of
of public and private schools, learning centers and other compulsory basic education which is composed of six
education service providers. It is a web-based system designed to (6) years. The entrant age to this level is typically six (6)
enhance information management at all levels of the education years old.
system (school, division, region and national levels) through • Secondary education refers to the third stage of
streamlined processes and use of information and communication compulsory basic education. It consists of four (4)
technologies. It aims to deliver relevant and accurate information years of junior high school education and two (2)
to school heads, education managers, policy makers and years of senior high school education. The entrant age
various stakeholders of the education system. Visit to the junior and senior high school levels are
http://lis.deped.gov.ph/ and http:// ebeis.deped.gov.ph/ typically twelve (12) and sixteen (16) years old,
The BEIS provides information for planning, quality respectively.
assurance, monitoring & evaluation and other decision- • There are other teaching and non-teaching personnel that
making activities at all levels of the education system. work together to meet the needs of learners and the
wider school community. Knowledge of the specific
roles and functions of each personnel helps newly
Additional Task: Seek the help of the School LIS hired teachers know who to approach to seek support and
Coordinator and get started with LIS. guidance especially in their early years of teaching.
• School-based Management (SBM) transfers decision-
making authority from the central and district
authorities to the school community and school
Summary leaders to create significant changes in improving
education within their local context.
• The school is an educational institution, private and

public, undertaking educational operation with a
specific age-group of learners pursuing a set
curriculum and receiving instruction from teachers. It is
usually located in a school building/s in a particular
physical or cyber site.

Module 2 – Relevant Laws for Teachers Required Resources
Intended Module Learning Outcomes

At the end of this module, you should be able to: • PRC Resolution No. 435, s. 1997 on Code of Ethics for
Professional Teachers
1. cite specific provisions in the laws that are
• Republic Act No. 4670 on The Magna Carta for
applicable to specific scenarios in the field;
Public School Teachers
2. identify practices that uphold the dignity of teaching as • Republic Act No. 10627 on Anti-Bullying Act of
a profession; 2013
3. develop practices that promote fairness, respect, and
care; and
4. appropriately respond to scenarios in the field
dealing with education stakeholders.
Module Outline
Session 1: Magna Carta for Public School Teachers
Session 2: Code of Ethics for Professional Teachers in
the Philippines
Estimated Time Required: 3
hours Required Task:

• Policy reading
• Scenario analysis
• Case study
• Reflections
• LAC sessions

Session 1: Magna Carta for Public School Who is covered under the Magna Carta?
Teachers The Act applies to all public-school teachers except those in the
professorial staff of state colleges and universities.
Key Topic 1: Republic Act No. 4670
Did you know? As used in the Act, the term “teacher” shall mean all persons
engaged in classroom teaching, in any level of instruction on full-
Magna Carta translates to “The Great Charter.” The term is used time basis, including:
to refer to the charter of English liberties granted by King John
on June 15, 1215 (Stenton, 2020). It is one of the most important  guidance counselors
documents in history as it established the principle that  school librarians
everyone is subject to the law, even the king, and guarantees the
rights of individuals, the right to justice, and the right to a fair  industrial arts or vocational instructors
trial (Eleftheriou-Smith, 2015). The Magna Carta for Public
School Teachers aims to improve the social and economic  and all other persons performing supervisory and/ or
status of public school teachers in basic education, their living administrative functions in all schools, colleges, and
and working conditions, employment, and career prospects. universities operated by the Government or its political
subdivisions
As teachers’ efforts are being recognized in building the
but shall not include:
nation, a law was passed to look after the welfare of the public-
school teachers and to promote, improve, and secure the  school nurses
professional rights of a teacher—known to be the RA No. 4670 or
the Magna Carta for Public School Teachers.  school physicians
 school dentists
 and other school employees

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 the

Topic and Page number Queries/Points for Clarification
LAC session
Section 11, page Could I be in the same school as my husband/
first degree family member?
Provision for Married Teachers
Section 11, page __ Provision for Married Could I be in the same school as my When possible, the proper authorities should make
Teachers husband/ first degree family member? every effort to allow married couples who are both
public school teachers to work in the same area.
Section 12, Academic Freedom Am I allowed to study without informing Teachers must have academic independence in
my working school? carrying out their professional responsibilities,
notably in terms of teaching and classroom
approaches without informing anybody or asking for
permission from anyone.
Section 13, Teaching Hours Am I required to go to my working school Any teacher engaged in actual classroom instruction
at 7am to 4pm? 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: Provided, 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.
Section 11, page __ Provision for Married Could I be in the same school as my When possible, the proper authorities should make
Teachers husband/ first degree family member? every effort to allow married couples who are both
public school teachers to work in the same area.
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 Provisions in the How should the matter be

Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 1: Teacher Ana is a Teacher Ana was active in Sec. 8. Safeguards in Disciplinary Teacher Ana and Teacher Jurado
Science teacher in a Senior High postering variety of learning Procedure. should discuss the issue tother with
School and has been very active in strategies to engage her learners (D. The right to appeal to clearly their principal as the moderator for
fostering a variety of learning but suddenly Teacher Jurado found designated authorities. ) the conversation between them.
strategies to engage her learners in her teaching techniques quite After allowing them to state their
learning their topics. She would disturbing. opinion principal should advice
mostly ask her learners to do both of them to be considerate on
outdoor activities, explore the acknowledging each of their
surroundings and come up with capabilities and even learn from
each other. Teachers must consider
hypotheses related to their topic.
others whenever they are teaching
Teacher Jurado, the 53-year- old
to avoid disturbing others.
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 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 Connie was Teacher Connie's co-teacher, who Sec. 8. Safeguards in Disciplinary Superiors at the school should
a newly-assigned English public was just next to her classroom, was Procedure. Every teacher shall conduct a seminar to reignite
school teacher in Mataas na Nayon not managing the class well and enjoy equitable safeguards at each teachers' enthusiasm for teaching
High School, and as she started to was unconcerned about her stage of any disciplinary procedure while also introducing new
adapt in the new setting of the students' misbehavior. This would and shall have: methods of inspiring and managing
school, she noticed something in have an impact on Teacher (D. The right to appeal to clearly the classroom. They must also
one of the more seasoned teachers Connie's class. designated authorities. ) speak with the concerned teachers,
in the same department whose offering suggestions and
classroom is just next to her. Most instructions to ensure that the
teaching and learning process is
of the time, she would observe the
improved.
teacher to 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 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.

Related Provisions in the How should the matter be properly
Scenario Issues and
Magna Carta resolved?
concerns
Scenario 3: Teacher Antonio is an Teacher Antonio was asking Sec. 12. Academic Freedom. Teacher Antonio should be able to use
Araling Panlipunan Teacher in to set an appointment with Sec. 24. Study Leave academic autonomy in carrying out his
public high school for 5 years. He is the regent of the university professional responsibilities, particularly in
taking up his Master’s Degree in to enroll himself for the final terms of teaching and classroom methods. The
Demographics and now in his final term to finish Master’s principal must grant Teacher Antonio's request
year to finish the program. He Degree thinking that he will and provide the necessary documentation and
would only need to complete his be given the Study Leave records, since it is his right and will benefit
Thesis Study to fully graduate from Allowance by the school. their school.
the program. He asked to set an
appointment with the regent of the
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 Sareemah Teacher Sareemah was a Sec. 27. Freedom to Organize. Teachers in public schools have the freedom to
moved from Mindanao to muslim who wished to form and join organizations of their choice,
Pampanga and was successfully practice her costoms as a whether local or national, to develop and
employed to teach in a public muslim, but the Grade level defend their interests without prior
school. Rooted in her Islam culture coordinator gave her a class authorization. Teacher Sareemah must inform
and tradition, Teacher Sareemah schedule that conflicts with both her Principal and Grade Level
wishes to practice her customs as a her prayer time at Duhor Coordinator and ask if it is possible to consider
Muslim, like not eating pork, (midday). her religious beliefs when making a schedule.
wearing her hijab when going to
school, and praying five times a
day. 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).
61
Scenario 5: Teacher Alonzo saw Teacher Alonzo was enraged by the Sec. 8. Safeguards in Disciplinary Teacher Alonzo should disclose the
false accusations of the student until he Procedure. situation to his Principal and take the
his photo being shared in social
received a call from his principal and Every teacher shall enjoy equitable required steps to handle the problem,
media by one of the influential TV asked him to explain the matter to his including gathering evidences,
safeguards at each stage of any
programs that hails itself as the office. defending himself, and, if necessary,
disciplinary procedure and shall have:
program that gives justice to the using his right to appeal to clearly
poor and disadvantaged. As he defined authority.
clicked the link of the program, a. the right to be informed, in writing,
there on his screen was the of the charges;
interview with one of his learners b. the right to full access to the
who told the host that her teacher, evidence in the case;
pertaining to Teacher Alonzo, c. the right to defend himself and to be
defended by a representative of his
didn’t give her the chance to make up
choice and/or by his organization,
for all her missed quizzes and was adequate time being given to the
ridiculed by him in front of the class. teacher for the preparation of his
Knowing the truth, Teacher Alonzo defense; and
was enraged by the false accusations d. the right to appeal to clearly
of the student until he received a call designated authorities.
from his principal and asked him to
explain the matter to his office
since they are being pressured by
the TV program to give his
statement.

Scenario 6: After strong They created an organization that Sec. 27. Freedom to Organize. Teachers at public schools have the
typhoons that caused multiple promotes helping the families freedom to form and join groups of
damages on the production of the affected by the typhoon and able their choice, whether local or
commodities in their area farmed to raise more than P100,00O which national, to advance and protect
and tilled by the parents of the is more than enough to help their their interests without prior
learners of Teacher Carla, she felt target number of families. authorization. This implies that
compelled to do something to help She even encouraged her co- their response to the typhoon's
them, particularly in providing for teachers to participate on the pond victims was both appropriate and
their essential needs. But as she raising and utilize the power of brilliant. They might also utilize it
social media. to attract additional stakeholders to
checked on her funds, she realized
their school, which could be
that it would not even suffice for
beneficial to their educational
the needs of three families, so
initiatives.
she 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 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 Justine is Teacher Justine felt uneasy and Sec. 25. Indefinite Leave. Teachers in public schools are not
excited about giving birth to her troubled because she was worried required to work during vacation;
first baby as a public-school that she won’t be able to avail the nevertheless, in the case of Teacher
teacher for just over three years in full benefits of maternity leave Justine, it may be favorable that
Macalintal National Science High since she gave birth during the she gave birth before her due date,
School. She is in the third trimester vacation season, which was prior as she may utilize the vacation days
of her pregnancy and is expecting on her target date to use her to heal properly and then enjoy her
to give birth in the month of June, maternity leave. paid maternity leave without
which she thought is the perfect time reporting to her school. If she
manages to report on the first day
to use her maternity leave and
of the school year in June, she may
avail its full benefits. However,
be eligible for a double pay income
due to some pregnancy issues, she
for the month of May.
started to feel labor 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:
LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master Teacher or an
invited external resource persons can conduct the LAC session) see: DO_ s2016_035.pdf
(deped.gov.ph)
Challenge your understanding of the Magna Carta for Public School Teachers and explain
how the following provisions affect your professional duties as a teacher. Choose only 3
provisions that were identified below and discuss it with your mentor or colleagues in a
LAC session. Keep the essential question in mind while discussing:
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 Implications for your professional Notes from the LAC session
Teachers duties as a teacher
1. Section 13. Teaching Hours. Any teacher engaged in actual This section on Magna Carta for Public School Any teacher engaged in actual classroom instruction
Teachers has the following implications for my shall not be required to render more than six hours of
classroom instruction shall not be required to render more than 6
professional obligations as a teacher: I may actual classroom teaching per day, which shall be
hours of actual classroom teaching per day. Provided, however, that utilize my excess time to prepare for my next scheduled to allow him time to prepare and correct
where the exigencies of the service so require, any teacher may be class and even settle all my ancillaries to exercises and other work incidental to his normal
required to render more than 6 hours, but not exceeding 8 hours of maintain a healthy routine as a teacher. This teaching duties: Provided, however, that where the
actual teaching hours a day. also assists me in dealing with other issues exigencies of the service so require, any teacher may
such as family matters and others. The teaching be required to render more than six hours but not
and learning process can also be simplified if more than eight hours of actual classroom teaching
we employ tactics that promote learning. per day.
2. Section 10. No Discrimination. There shall be no discrimination Despite the fact that I am a professional There should be no prejudice in entering the teaching
teacher, I am free to practice my religious and profession, practicing it, or terminating it based on
(i.e., gender, cultural, religious, disability, etc.) whatsoever in the
cultural views. Because there are no anything other than professional considerations.
entrance to the teaching profession, and/or during in exercising its limitations, we may be able to apply our
duties or even in the termination of tenure in service. strengths and expertise in teaching.
3. Section 27. Freedom to Organize. Public school teachers shall We may organize an organization to assist Teachers in public schools must have the
have the right to freely and without previous authorization both to us in meeting the needs of our students, as freedom to form and join organizations of their
establish and to join organizations of their choosing, whether local or well as the school and its surroundings. choice, whether local or national, to develop
national to further and defend their interests. Promotes activities that will benefit both and defend their interests without prior
our students and ourselves as instructors. authorization.
65
Provisions in the Magna Carta for Public School Implications for your professional Notes from the LAC session
Teachers duties as a teacher
4. Section 8. Safeguards in Disciplinary Procedure. Every teacher If necessary, we can defend our At each level of any disciplinary proceeding,
shall enjoy equitable safeguards at each stage of any disciplinary instructional methodologies and other every teacher is entitled to the following
procedure and shall have: techniques. When our profession is protections:
threatened, we have the right to defend
a. the right to be informed, in writing, of the charges; ourselves. a. the right to have the charges written
b. the right to full access to the evidence in the case; down.
b. complete access to the case's evidence.
c. the right to defend himself and to be defended by a c. the right to defend himself and be
representative of his choice and/or by his organization, defended by a representative of his choosing
adequate time being given to the teacher for the and/or by his organization, with sufficient
preparation of his defense; and time granted to the teacher to prepare his
d. the right to appeal to clearly designated authorities. defense; and
d. the ability to appeal to authorities who are
clearly identified
5. Section 24. Study Leave. In addition to the leave privileges If the time comes for us to be eligible Teachers in public schools will be eligible to
now enjoyed by teachers in the public schools, they shall be entitled to for this type of leave, it will be a huge study leave of up to one school year after
study leave not exceeding one school year after seven years of service. aid in finishing our studies, which will seven years of service, in addition to the
Such leave shall be granted in accordance with a schedule set by the greatly benefit us, as well as a benefit to current leave entitlements. Such leave will be
Department of Education. During the period of such leave, the teachers the school when we return to teach. given in accordance with the Department of
shall be entitled to at least sixty per cent of their monthly salary: Education's timetable. Teachers shall be
Provided, however, That no teacher shall be allowed to accumulate entitled to at least 60% of their monthly
more than one year study leave, unless he needs an additional semester salary during the period of such leave;
to finish his thesis for a graduate study in education or allied provided, however, that no teacher shall be
allowed to accumulate more than one year of
courses: Provided, further, That no compensation shall be due the
study leave unless he requires an additional
teacher after the first year of such leave. In all cases, the study leave
semester to complete his thesis for a graduate
period shall be counted for seniority and pension purposes.
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.

Summary
1. The Magna Carta for Public School Teachers intends to

promote and improve the teachers’:
 social and economic status
 living and working conditions
 terms of employment
 career prospects
2. This Act aims to:
 compare the teaching profession favorably

with existing opportunities in other walks of
life
 attract and retain in the teaching profession

more people with the proper qualifications
3. It is recognized that advancement in education

depends on the qualifications and ability of the
teaching staff.
4. Education is respected to be an essential factor in the

economic growth of the nation as a productive
investment of vital importance.
5. Knowing and understanding the relevant laws in
education will provide an insight and guidance into the
rights and responsibilities in practicing your
professional duties as a public school teacher.

Session 2: The Code of Ethics What did you learn about the discussion with your mentor? Did
your perspective change when you discussed the scenario with
for Professional Teachers
your mentor?
Key Topic 1: Code of Ethics for
Professional Teachers Teacher Antonio was entitled to defend himself by
providing facts related to the matter, and he was also
The Code of Ethics for Professional Teachers serves as a entitled to have someone defend him if required,
guide for teachers to exhibit professional disposition in the according to Section 8 of the Magna Carta for Public
learning community at all times. It is imperative that you School Teachers. Disciplinary Procedure Safeguards. He
observe and practice this set of ethical and moral principles, could use the SF2 as proof that the concerned students
standards, and values. In everyday life, you are confronted with the were frequently missing during his class, or he could use
challenges to do the right thing. When you are faced with his class record to indicate that the supplied statement
professional decisions that seem to have ethical implications, there was correct, and that just expressing care to the child
are conditions and provisions of the Code of Ethics that will guide for grades was a teacher's approach of motivating the
you to determine the best actions. students.
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, We may define our boundaries in our obligations
identify the provisions that can guide you to come up with the and responsibilities by being aware about the Magna
best action. Discuss with your mentor and write your answers on Carta for Public School Teachers. If necessary, I've
the space provided in each number. used the laws to defend myself, and because of the
Scenario 1: Teacher Antonio received a complaint from the
discussion with my mentor I realized how fortunate
father of one of his advisory students regarding the grade of his I am to be a public-school teacher.
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.

Key Topic 2: Provisions of the Code of Ethics
for Professional Teachers 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
As mandated in the Code of Ethics for Professional Teachers, you teachers’ section 7, Code of Professional Conduct for
have the responsibility to interact positively with parents, Teachers. Teachers must be professional in his
community members, and other stakeholders in the school. action and words.
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?
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.

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 d. I will negotiate with the
you do? principal and tell her that I need
to take the examination. To Think of the most plausible solution that
a. I will just pronounce my absence during the recompense my absence, I will could be equally beneficial to both parties.
Reading Camp without having the principal’s offer to invite an external The school principal has the authority to
permission. resource person that could help in decide which options are best in a particular
the success of the Reading Camp. situation. In the same way, as a proactive
b. I will follow the advice of my principal and teacher, present options that align with your
request for an excuse letter that I can give to the values as educators and find a common
university. ground. (refer to Article VII Section 1 and
Section 3 of the Code of Ethics for
c. I will negotiate with the principal and tell her Professional Teachers)
that I need to take the examination 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.

Prompt Answer Feedback
Which of the following provisions in the Code of Ethics b. Sections 1 and 3 of Article VII (the scenario refers to Article VII Section 1 and
for Professional Teachers covers the particular scenario? Section 3 of the Code of Ethics for Professional
Teachers)
a. Sections 1 and 2 of Article VI
b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

Required Task 1: Case Study
Read the following cases with your mentor. Use the Code of Ethics for Professional
Teachers as a tool to navigate and solve the problems in the given scenario:
Provisions in the Code of Ethics for Implications for your Notes from the LAC session
Professional Teachers professional duties as a teacher
Scenario 1: Teacher Suzette is a new teacher in Mapayapa High To maintain a healthy habit, you Teachers are not required to provide more than
School and was appointed as the Campus Journalism advisor while must examine and manage your time six hours of real classroom instruction each
also handling a Grade 9 advisory class. She always arrives early effectively. If necessary, you may day, according to the Code of Ethics for
for her morning classes and leaves school late in the enlist the assistance of your Professional Teachers, any teacher may be
afternoon to finish coaching student- journalists. Her coworkers to fulfill your obligations required to render more than six hours but not
mentors and colleagues always remind her that she should work and responsibilities without exceeding eight hours of actual classroom
smartly and avoid staying at school very late. exceeding your working hours. teaching a day
Teachers are not required to provide
more than six hours of real classroom
instruction each day, according to the
Code of Ethics for Professional
Teachers, therefore you must manage
your time to prevent leaving the
school late and maybe disturbing
your coworkers.
Scenario 2: Teacher Arthur is a first-year HUMSS teacher After the discussion about the Any teacher engaged in actual classroom
who teaches primarily Grade 12 learners. At the end of the graduation ceremony, Teacher instruction shall not be required to render more
year, several of the seniors invited him to a graduation party Arthur may go to his students' party than six hours of actual classroom teaching per
including some teachers. His students wanted their teachers to to celebrate their graduation. For the day, which shall be scheduled to allow him
join the party to celebrate the graduation of their batch. The meeting to be only a few hours, time to prepare and correct exercises and other
Faculty Coordinator called a meeting to discuss the graduation instructors will not be needed to work incidental to his normal teaching duties:
ceremony. Majority of the faculty decided not to go but your work for more than six hours, and if Provided, however, that where the exigencies
students are pleading for you to come. they are asked to stay longer, it will of the service so require, any teacher may be
only be for a few hours. Principals required to render more than six hours but not
are constantly mindful of the rules more than eight hours of actual classroom
concerning working hours. teaching per day.
Scenario 3: Teacher Larry is a Grade 10 Science teacher. He had Larry, the teacher, may be able to Co-curricular and out-of-school activities, as well as
been struggling financially since her wife’s deposition from pursue other jobs to supplement his any other activities outside of what is defined as a
work. The parents of one of his students asked Teacher family's income. He must recommend a teacher's normal duties, shall be compensated at least
Larry to tutor their daughter since they found out that she buddy who is capable of tutoring the 25% of his regular remuneration after the teacher has
failed her periodical exam. However, the School Head stressed pupil. And, if he truly intended to aid the completed at least six hours of actual classroom
that teachers should not offer tutoring services to their learners student, he may provide a remedial teaching per day, notwithstanding any provision of
for remuneration. session and examination for those who existing law to the contrary.
had a poor grade on the quarterly exam.
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.
73
Provisions in the Code of Ethics for Implications for your Notes from the LAC session
Professional Teachers professional duties as a teacher
Scenario 4: Teacher Eli, a 55-year-old Grade 11 English Teacher Eli should not use her position Students can only be involved in business if
teacher had been struggling with her finances for the as a teacher to persuade students to buy the instructor and school have followed the
previous months since she had applied for a loan which she her products; instead, she should follow proper procedure for collaboration. A teacher
used for her health maintenance and the renovations of their the school's existing rules if such may only provide services that are connected
house. Finding herself in the difficult situation, she had an behavior is prohibited, and on the other to the learning process and is only entitled to
idea of doing buy-and-sell to her neighbors, but it did not hand, she should consider starting a new a 25% extra pay. And do not use your
suffice so she searched for other opportunities and she business that will not potentially ruin her position to promote your business.
identified her learners as one of her markets. Every 15 profession, particularly when students
minutes before the end of class, she would bring out her are involved. She could just conduct her
business outside of the school after her
rummage of items that she sells to learners and would tell them
duties on the school, so as not to
that if they do not buy at least 2 items, she will not give them a
compromise her career.
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 learner in almost all of the subject Teacher Reya must maintain a healthy Maintain a healthy atmosphere to your
areas, especially Mathematics. While discussing linear atmosphere for her students, which learners.
equations, her teacher called her up to answer one of the includes preventing bullying. She should
equations. She went close to the board trying her hardest to teach them not to laugh with their
answer the calculations, but was not able to write the correct classmates while they are doing their
answer. When she presented her equation to her teacher, she saw best. They must instead assist their
her classmates laugh. She felt very embarrassed. 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)
Required Task 2: Answer the following questions
Now that you are done reading and analyzing the different
MY PLEDGE OF COMMITMENT provisions and articles specified in the Code of Ethics for
Professional Teachers, please share your insights focusing
I, Michelle p. Mijarez, of Tabina National High having on the learning that you gained from this session and at the
School
been appointed to the position of TEACHER II same time, other information that you think is necessary to
understand the Code of Ethics. Discuss with your mentor.
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 learnings? How will these learnings be of help to you as a teacher?
As a result of teachers' contributions to the nation's development, The Magna Carta for Public School Teachers will aid us in our
legislation was created to protect the welfare of public school efforts to enhance our social and economic condition as public
teachers and to promote, improve, and ensure their professional school teachers, including our living and working circumstances,
rights. Teachers are protected by regulations that may confine us job opportunities, and career possibilities.
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.

Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make sure that
your mentor has checked your coursebook.

Department of Education
National Educators Academy

of the Philippines
Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program Specialist, Mr. Jayson Peñafiel
NEAP-PDD
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
II, NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager Project Officer Research Officer
II
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio Warren Quisada Angelo Uy
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario
Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano Marina
Ma. Agie Amar Clarivil S. Layug Tagsip
Jonathan Baniaga Ms. Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Noemi Baysa Alma Jeanrick Deuna Nuñez Reggie Tuazon
Belarmino Rageene Maribel Perez Beverlyn Gladys Uy
Vera Dueñas Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical
Support
Pilot Testing Participants
Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

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Teacher Induction • http://www.

1. adopt practices that uphold the dignity of teaching as a profession by

Module 1: DepEd Organizational Structure and Processes

Module 2: Relevant Laws for Teachers

Estimated time required: 4 hours

Portfolio Output: Action Plan (From Module 1, Session 1)

Session 2: DepEd Central Office Optional Readings

4 The Teacher Induction Program - Core Course 5

As part of the Department of Education, it is essential to be

Guide for Mentors and Newly Hired Teachers 5

Stages of Development Events Implications

6 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 9

According to the history, the Philippine education had

10 The Teacher Induction Program - Core Course 5

The governance of basic education shall begin at the Central

Guide for Mentors and Newly Hired Teachers 11

12 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 13

Know Want Learned

Guide for Mentors and Newly Hired Teachers 15

16 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 17

18 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 19

Scenario Answers Feedback

20 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 21

22 The Teacher Induction Program - Core Course 5

A. Quality Assurance E. Curriculum & Learning Management

Function Answers Feedback

Guide for Mentors and Newly Hired Teachers 23

24 The Teacher Induction Program - Core Course 5

The SDOs are categorized based on size classification

Guide for Mentors and Newly Hired Teachers 25

26 The Teacher Induction Program - Core Course 5

Questions Answers Feedback

Guide for Mentors and Newly Hired Teachers 27

28 The Teacher Induction Program - Core Course 5

• DepEd Order No. 52, s. 2015 identified

Guide for Mentors and Newly Hired Teachers 29

Schools and Learning Centers (LCs) serve as frontline services of the

30 The Teacher Induction Program - Core Course 5

Fig. 3. Organizational Structure of a Large Stand-alone Senior High School

Guide for Mentors and Newly Hired Teachers 31

Scenario Answers Feedback

32 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 33

34 The Teacher Induction Program - Core Course 5

To avoid such bullying among the students, she

Guide for Mentors and Newly Hired Teachers 35

Required Task 1: Preliminary Activity

Required Tasks Legend: K – Kinder

Guide for Mentors and Newly Hired Teachers 37

SF5A – End of Semester and School Year Learner Status SHS

SF5B – List of Learners with Complete SHS Requirements SHS

38 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 39

40 The Teacher Induction Program - Core Course 5

Guide for Mentors and Newly Hired Teachers 41

Situations Answers Feedback

42 The Teacher Induction Program - Core Course 5