Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

CORE COURSE
Responding to Community Contexts
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 identified (What are the educational developments (How does this affect the succeeding public
in the article?) brought by this time period?) education system?)
Pre-colonial Period Education was informal, unstructured, and devoid of Essential learning was prioritized during this period
methods. Children were provided more vocational
training and less academics (3Rs) by their parents and
in the houses of tribal tutors

Spanish Colonial Period The tribal tutors were replaced by the Spanish Formalization of education with defined
missionaries. administration and management by the Spanish
colonial government
Education was religion-oriented. 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, English was adopted as the medium of
particularly the English language, to the Filipino instruction in all public schools
people. Instruction in English language, and
American history, lead to forming of a national
identity and Filipino nationalism.

Contemporary Society (Third Education and modern society have been By implementing a curriculum that responds to
mutually dependent during this historical period. the current needs of society. Which will result in
National societies expect their educational competent students being produced by the
Republic-Present) systems to provide education that supports the school.
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.

6 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 7

 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.

8 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 9

 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 The colonization made a great impact on how our
historical stages of development are the current educational system was patterned, established,
foundational elements of education in the and structured. Several changes were made over time
Philippines?
as it aims to develop an educational system that caters
to the needs and demands of society. The massive
influence of the colonization mirrored the
The Decree of Education in 1863 established the first development of our county’s educational system.
ever educational system in the Philippines. It required
the government to provide school institutions for boys
and girls in every town under the responsibility of the
municipal government; and the establishment of a
normal school for male teachers under the supervision
of the Jesuits. Primary instruction was free and the
teaching of Spanish was compulsory. Education
during that period was inadequate, suppressed, and
controlled.

10 The Teacher Induction Program - Core Course 5

 3. What are the implications of the trifocalization of
education in the administration and management of Key Topic 3: The Governance of Basic Education Act
education in the Philippines?

The Republic Act No. 9155, otherwise known as the

The trifocal education system refocused DECS’ Governance of Basic Education Act of 2001, renames the
mandate to basic education which covers elementary, Department of Education, Culture and Sports to
secondary, and non-formal education, including Department of Education (DepEd). The law also serves as a
culture and sports. TESDA now administers the post- framework decentralizing governance to the field and
secondary, middle-level manpower training and making the schools and learning centers (LCs) the “heart of
the education system.” It promotes the principle of shared
development while CHED is responsible for higher
governance which recognizes that every unit in the
education. It supervises all elementary and secondary
Department of Education has a particular role, task, and
education institutions, including alternative learning
responsibility inherent in the office and for which it is
systems, both public and private; and provides for the principally accountable for outcomes.
establishment and maintenance of a complete,
adequate, and integrated system of basic education To carry out the goals of the department, the DepEd has
relevant to the goals of national development. 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.

Guide for Mentors and Newly Hired Teachers 11

 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.

12 The Teacher Induction Program - Core Course 5

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
A school is a place where children learn and develop
carry out its purpose and objectives? Give specific
their minds and skills. Teachers should not only teach
ways and examples.
what is written in the book but they should also love,
care, and have compassion to their students. Thus,
schools shall have a mission and vision to provide the
I will do my best to help implement the different
best possible basic education for all.
programs of the Department of Education; and carry
out its purpose and objectives through by being an
innovative, dedicated, efficient and effective teacher
that promotes quality education for all.

Guide for Mentors and Newly Hired Teachers 13

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
RA No. 9155, otherwise known as Governance of
Basic Education Act of 2001, is mandated to
formulate, implement, and coordinate policies, plans,
programs, and projects in the areas of formal and non-
formal basic education. DepEd supervises all elementary
and secondary education institutions, including
alternative learning systems, both public and private;
and provides for the establishment and maintenance of
a complete, adequate, and integrated system of basic
education relevant to the goals of national development.
• The history and background of the public 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.
14 The Teacher Induction Program - Core Course 5
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)
The Deped has organized itself into two I want to know how the Department I learned that the Department of Education
major structural components. improves to ensure that its personnel are oversees all public and private elementary
1. The Cental Office that maintains supported and guided to fulfill their roles and secondary education institutions,
the overall administration of basic towards achieving the vision, mission, and including alternative learning systems, and
education at the national level; and goals of the department. is responsible for the establishment and
2. The field offices-the region, maintenance of a comprehensive,
divisions, schools, and LCs-that adequate, and integrated basic education
are responsible for the regional an system that contributes to national
administration of the Departments’ development goals. The organizational
mandate. structure has two components that manage
all of the educational policies and
principles.

Guide for Mentors and Newly Hired Teachers 15

 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.

16 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 17

 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.

18 The Teacher Induction Program - Core Course 5

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 It will act as a guide for

of Education was required to teachers in adopting teaching
implement our strategic plan norms and standards as well
for progress in every school, as processes to meet the
particularly in light of the present demands on the
changing needs and demands educational system. It will
of our society. Similarly, on also give all teachers an
this day of pandemic, the understanding of how to use
department of education must tactics to make their work
redesign the system to deal easier and more productive.
with the current situation.

Guide for Mentors and Newly Hired Teachers 19

 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 Teacher Jeanne's difficulty and concern can be remedied by
will promote or can helps Teacher Jeanne’s following proper procedures and seeking assistance from
to providing basic education to the pupils in a geographically condition is the Finance and Administration the Governance and Operation strand.
isolated community in her province. She was deployed to strand of the Department of Education which is
educate the pupils with a parallel module to that of formal the responsible of ensuring the efficiency to
support the organization as a whole to focus on
elementary education but in a relatively informal setting and its core business and thus attain its targets
schedule. through the provision of finance and
administrative services.
Teacher Jonnalyn is a permanent teacher who is facing The particular DepEd organizational strand that Teacher Jonnalyn's problem might be solved by the office
will promote or can helps Teacher Jonnalyn is the offering financial guidance and support. Teachers
financial challenges. Once her prior loans were paid, she Finance and Administration on which this strand Jonnalyn's scenario could also be considered for the stated
directly proceeds to take out another loan. The cycle of ensures the efficiency to support the organization office to conduct and deliver programs to address this kind
financial debt goes on. as a whole to focus on its core business and thus of issue.
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 With such advice or concern from Teacher Arvin, the
Department of Education, which is responsible Department of Education's Curriculum and Instruction
the psychomotor skills of his players but also on the for ensuring that the organization focuses on the strand can develop programs and curriculum that will meet
development of mental discipline and social values through delivery of a relevant, responsive, and effective the needs of the students without disrupting the availability
after-school sports programs. basic education curriculum around which all and schedule of students or teachers.
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 Teacher Edith must be informed about the required
Legislative Affairs strand, which is responsible documents and units or degrees for a smooth and efficient
Master Teacher. She submits all of her requirements and waits for increasing the organization's capacity to deal promotion process. Legal and Legislative Affairs should
for the results. But she lacks the required number of units for her with legal challenges and being proactive in ensure that all teachers are informed about this matter by
Master’s degree. carrying forward its legislative agenda, is the conducting an orientation or possibly providing a list of
office that can assist Teacher Edith. documents required to avoid misunderstandings.

Nanette is teaching in a low-lying school. One day, during The Department of Education's Office of the Before canceling class due to heavy rain, Teacher Nannete
Secretary strand which provides overall should wait for an order from the government or the Office
a heavy rainfall, she was advised of class cancellations and leadership and direction at the national level. of the Secretary of the DepEd Organization. She must first
calmly assessed the situation before she directed the class to go Attached and support agencies to DepEd are ensure the safety of her class by not letting them alone,
home. included under the OSec. is the office that can especially during terrible weather.
assist Teacher Nannete

20 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 21

 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

22 The Teacher Induction Program - Core Course 5

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

Guide for Mentors and Newly Hired Teachers 23

 Function Answers Feedback
4. To coordinate and integrate the provision of technical 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
purpose of facilitating the delivery of quality basic managing the environment for which
education and creating an enabling environment for Field Technical Assistance “teaching and learning” takes place.
schools and learning centers.

5. To ensure compliance with standards of quality basic Policy, Planning & Research is the strand
that ensures that the region and school
education by assessing, monitoring, and evaluating the divisions are meeting fundamental education
region and school’s division performances to inform Policy, Planning & Research requirements by assessing, monitoring, and
decision making and guide policy directions in the evaluating their performance in order to
region toward continuous improvement. inform decision-making and lead policy
directions in the region toward continual
development.
6. To facilitate the implementation of education plans, Policy, Planning, and Research is the strand
that conducts research studies and maintains
policies, and standards in all areas of basic education Regional Education Planning and Data
in the region through the conduct of research studies
and maintenance of Regional Education Planning and
Policy, Planning & Research Management Systems to help the region
implement education plans, policies, and
Data Management Systems. standards in all areas of basic education.

7. To ensure competent personnel and staff in the Human Resource Development is the strand
that ensures competent personnel and staff in
regional and schools division offices through regional and school division offices by
efficient and effective training towards professional Human Resource Development providing efficient and effective training to
competencies and organizational performance. improve professional competencies and
organizational performance.

8. To provide the regional office with efficient, Personnel, records, reception of mail,
supplies, equipment, collection,
economical and effective services relating to disbursement, security and custody of
personnel, records, receipt of correspondence, supplies, property, and reportorial duties to oversight
equipment, collection, disbursement, security and Administrative
authorities are all covered by the
custody of property, and reportorial work to oversight administrative strand.
agencies.
9. To provide advice to the Regional Director on the Finance is the department that advises the
Regional Director on the region's financial
financial resource of the region and provide
services in budgeting, accounting, reporting, and Finance resources and provides budgeting,
accounting, reporting, and coordination with
coordinating with government oversight agencies. government oversight bodies.

24 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 25

 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

26 The Teacher Induction Program - Core Course 5

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

Questions Answers Feedback

Teacher Alyssa conducted and finished writing her action research in the
conduct of their Continuous Improvement Plan (CIP) in eradicating the It was classified as SGOD since it deals
SGOD
number of non-numerates in their school. She submitted it to the SDO with planning and research.
for assessment.

Teacher April is having a hard time managing her class because her schedule is
in the last period before class dismissal. She then seeks help from the head It was placed under the SGOD because
teacher and colleagues for some advice. Upon learning about Teacher April’s SGOD it requires help from the area of human
struggles, the head teacher found it necessary to provide a classroom resources development.
management training for teachers.

Teacher Michael is the schools’ DRRM Coordinator. He prepares and submits

situation reports to the SDO on any hazard affecting the school operations It was classified as SGOD since it
SGOD
such as flood, conflict, fire, among others, and provides real- time discusses Educational Facilities.
updates to the SDO.

Teacher Angel, an English teacher, seeks help through setting a pre-

Since the scenario described about
conference meeting with her Department Head for her upcoming classroom
CID Instructional Management Part, it was
observation. She wants to know the best ways on how she can employ the
indicators required in the Classroom Observation Tool (COT).
considered as CID.

Teacher Melvin is assigned as the Room Examiner in the conduct of the National Since the scenario described about
Achievement Test. He checks if the Room Examiners adhere to the instructions in CID Direct Instructional Supervision Part, it
the Examiner’s Handbook. was considered as CID.

Guide for Mentors and Newly Hired Teachers 27

 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

It is essential for a teacher to approach in addressing concerns
understand the department of related to my duties as a teacher
education structure and the it helps me to do my functions
school processes to know how and responsibilities effectively
learning policies, plans, and and efficiently.
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.

28 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 29

 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.

30 The Teacher Induction Program - Core Course 5

 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)

Guide for Mentors and Newly Hired Teachers 31

 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

Scenario Answers Feedback

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

32 The Teacher Induction Program - Core Course 5

 Scenario Answers Feedback
Teacher Steffi is conducting a career guidance and advocacy Librarian/LRMDS Coordinator The scenario depicts a
seminar to Grade 12 learners focusing on the four exits envisioned for Subject/Learning Area
SHS graduates—namely, higher education, entrepreneurship, Guidance Coordinator/Teacher Coordinator/
employment, or middle-level skills development. Afterward, she gives Department Head
them a survey to answer on what they plan for their career
Guidance Counselor duties and
development after SHS.
responsibilities.
Subject/Learning Area Coordinator/
Department Head

Mark Anthony is preparing a budget plan for the continuous Guidance Coordinator/Teacher The scene portrays a
improvement of the school for the month of August. He is also job of an
preparing the financial report for the month of July. Both reports Librarian/LRMDS Coordinator Administrative
are subject to the approval of the School Head. Officer.
Guidance Counselor Administrative

Officer

Miss Rhea prepares the receipt, issuance, maintenance, and safekeeping Librarian/LRMDS Coordinator School Miss Rhea's actions
of supplies, materials, and equipment and other properties and facilities portrayed the school's
of the school. She also conducts and maintains the inventory of Nurse Property Custodian
properties and prepares the required reports for the School Head’s duties and obligations.
reference.v Property Custodian

Feeding Program Coordinator

Guide for Mentors and Newly Hired Teachers 33

 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).

34 The Teacher Induction Program - Core Course 5

Required Task 2: Scenario Analysis
To foster harmonious relationships with the wider school
community, it is important to involve learners, parents, and
other stakeholders in identifying and resolving issues and
concerns in the school community. Discuss how you can To avoid such bullying among the
help in each scenario and involve some key personnel who
can help you resolve the following challenges. students, she needed to first

Scenario 1 approach the science teacher and

Teacher Lozano, the mother of one of your advisory request if she was able to attend the
students, visited you in the school because of a bullying class on time. On the other hand, she
incident that you are not aware of. She was very angry and
disappointed about what happened because the incident needed to seek assistance from the
was not addressed and resolved properly. Her daughter is
guidance councilor to provide
still afraid and decided not to go to school that day. The
incident happened during Science time because the teacher adequate procedures for disciplining
was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class the concerned students. She should
during that time. Who should you seek help to? also notify the bully student's parents
or guardians so that they can
discipline their child. Guide for Mentors and Newly Hired Teachers 35
Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a
friend, messaged you on Facebook and told you that she
will be absent tomorrow. She asked you to substitute all her Scenario 3
five classes. Without letting you respond, she already Lito, the class president of your advisory class, was elected
sent you the learning materials for her lessons tomorrow. as the president of the Supreme Student Government
However, you also have classes to attend and your learners (SSG). After three months, his subject teachers are having
are expecting to deliver a performance task that they trouble with his class standing because of his frequent
prepared for. What are you going to do as a colleague and absences and non-submission of required written and
who should you direct her to? performance tasks. Lito is getting overwhelmed with the
various school activities he manages. What are you going to
do as the adviser?

I will conduct a make-up class for the

As a fellow teacher and a friend, I must
accept Teacher Mary Ann's request for concerned students who are affected by the
assistance in determining if her cause was an school activities so that they can cope with
emergency or an urgent matter. First, I will
the lesson and complete the needed written
counsel my buddy and tell her that our
students are our responsibility, and I will works and performance task.
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.
36 The Teacher Induction Program - Core Course 5
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.

Guide for Mentors and Newly Hired Teachers 37

 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.)

38 The Teacher Induction Program - Core Course 5

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).

Guide for Mentors and Newly Hired Teachers 39

 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

40 The Teacher Induction Program - Core Course 5

 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

Guide for Mentors and Newly Hired Teachers 41

 Required Task 3: Scenario Analysis
Identify the school forms to be utilized in the following situations.

Situations Answers Feedback

Teacher Joanne is a newly hired substitute teacher. She
received a letter that a school stakeholder would like to The SF3 form is a record of books obtained by
know what reading materials are needed in her class. In SF 3 students that must be retrieved at the end of the
order to identify the learning areas which have limited books, school year.
what school form shall she consult?

Mrs. Anne, a parent, came to Teacher Danica, a

teacher-adviser, complaining for the remarks given in the You must present the SF2, which contains the
report card (SF10), “It would be helpful if you come to
attendance record of your class, which can be your
school on a regular basis,” the parent complained that her SF2
child never got absent from class. What school form should evidence regarding on that student who received a
you refer to as an evidence to support the remarks on remark on his or her SF10.
SF10?

Teacher Nico is having trouble in finding school To persuade a stakeholder, you must provide your
stakeholders that could help her class in the feeding
class's SF8, which has a record of your students' BMI,
program. The majority of her learners have aBody Mass SF8
Index (BMI) outside the healthy range. What school form in order to determine the students' needs help so they
informed her about this? will be included on the feeding program.
Parents need to be regularly informed of their child’s Ascertain that the SF9, or learner's report card, was
academic achievement but you failed to inform them. SF9 updated on a regular schedule, and that the learner's
What school form was not properly issued? parent was kept informed.
Jeanne Therese, a Grade 4 student, was accidentally hit by Because the incident occurred outside of school, you
a car outside the school during class hour. You were given a are not responsible for your students; however, you
complaint of negligence on your part as a teacher. You
explained that the child was absent in class that day. What
SF2 must produce the SF2, which contains your class's
school form would support your testimony? attendance record and may serve as proof that the
student was absent that day.

42 The Teacher Induction Program - Core Course 5

Required Task 4: Scanning Files
Indicate which of the forms shown in the table below need/require the listed data by putting a tick in the appropriate columns.

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 /

Guide for Mentors and Newly Hired Teachers 43

 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 refers to a record of
1. Official lists of learners enrolled in ALS learners who are
AF3 officially enrolled in ALS
classes
AF2 refers to a Basic
2. Basic information of individuals who signified interest to enroll in ALS information sheet of
AF2 individuals who signified
interest to enroll in ALS
AF1 is refers a to list of
3. Record of learners after the mapping activity done in community AF1 mapped learners
AF5 refer to a learners
4. Report of learners’ learning progress AF5 progress and permanent
record
5. List of candidates qualified to take the Accreditation & Equivalency AF4 refers to List of
Test AF4 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.

44 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 45

 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 You should provide data that is
dependable data that contains accurate trustworthy and data that is consistent
and current information about your across all school forms.
students, as well as ensuring that the
information provided is consistent across
all school forms.

Efficiency Accuracy

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

46 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 47

 Questions Answers Feedback
Teacher Jopay, a Grade 1 teacher, prepared
2 copies of SF10-ES without attaching any She must attach the needed
documents for the checking of her forms. FALSE supporting documents to validate the
information on the SF10

Teacher Rochelle, a Grade 7 class adviser, could not

encode the SF10-JHS of one of her learners because Sf10 is the learners permanent record
of the absence of SF10-ES as the attachment. the absences should be recorded on
FALSE
the SF2 – Daily Attendance Report of
Learners

Aira finished the Grade 8 level and would like

to continue her studies in the same school. She The transaction should be teacher to
asked for her SF10 and would like to submit it to
FALSE teacher on the said school or it can be
her soon-to-be adviser.
also endorsed by the record keeper.

Che-che transferred out to continue Grade 11 to The transaction of SF10should be

another school, she needs to bring a photocopy of school to school. She was only be
her SF10. FALSE able to bring a certificate of
enrollment as a proof that she
enrolled as a grade 11 student.
Upon the receipt of the written request, Teacher Mia,
the designated record-keeper of the school, prepared
the pertinent documents of the learner and sent it to
the requesting school. TRUE

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

48 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 49

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

50 The Teacher Induction Program - Core Course 5

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

Guide for Mentors and Newly Hired Teachers 51

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

BEFORE DURING AFTER

Assure that the formula

THINK Accuracy of data Recheck the forms
and input data are correct

FEEL Pressured Learning Relieve

Input the data with

DO Prepare the data Correct all the data error
accuracy

52 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 53

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

Statements Answers Feedback

1. At the end of the school year, a kindergarten
teacher will prepare a report on learners’ FALSE It should be SF9- Learners’ progress report.
progress to inform parents using SF10.

2. Information in the SF1 is consistent with

TRUE
what is written in the Birth Certificate.

3. The List of Graduates and documents/ reports

in relation to the ranking of honors shall be TRUE
prepared and checked.

4. The learner’s academic records shall be the The basis should be SF1 which refers to
basis of the adviser for enrolling or FALSE School Register
validating the said learner in the LIS.

5. SF 2 is the official enrollment list of the class

and shall be used as reference in any other The reference should be SF1 which refers to
reporting that requires the list of officially FALSE School Register
enrolled learners.

54 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 55

 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

56 The Teacher Induction Program - Core Course 5

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
 and all other persons performing supervisory and/ or
School Teachers aims to improve the social and economic
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

Guide for Mentors and Newly Hired Teachers 57

 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

Topic and Page number Queries/Points for Clarification
from the LAC session
When possible, the proper authorities
Section 11, page should make every effort to allow
Could I be in the same school as my husband/
married couples who are both public
first degree family member?
Provision for Married Teachers school teachers to work in the same
area.
Teachers must have academic
independence in carrying out their
professional responsibilities, notably
Am I allowed to study without informing
Section 12, Academic Freedom in terms of teaching and classroom
my working school?
approaches without informing
anybody or asking for permission
from anyone.
Any teacher engaged in actual
classroom instruction shall not be
required to render more than six hours
of actual classroom teaching per day,
which shall be scheduled to allow him
time to prepare and correct exercises
Am I required to go to my working school and other work incidental to his
Section 13, Teaching Hours
at 7am to 4pm? 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.

58 The Teacher Induction Program - Core Course 5

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 Sec. 8. Safeguards in Teacher Ana and
Science teacher in a Senior High in postering variety of Disciplinary Procedure. Teacher Jurado should
School and has been very active in learning strategies to (D. The right to appeal discuss the issue tother
fostering a variety of learning
engage her learners but to clearly designated with their principal as
strategies to engage her learners in
learning their topics. She would suddenly Teacher Jurado authorities. ) the moderator for the
mostly ask her learners to do found her teaching conversation between
outdoor activities, explore the techniques quite them. After allowing
surroundings and come up with disturbing. them to state their
hypotheses related to their topic. opinion principal should
Teacher Jurado, the 53-year- old
advice both of them to
Grade Level Chair, found this
teaching technique of Teacher Ana be considerate on
Castro quite disturbing since he acknowledging each of
believed that Science could be their capabilities and
better learned through experiments even learn from each
within laboratories and paper-and- other. Teachers must
pencil exams. He raised this concern
consider others
to the principal and has asked
Teacher Castro to explain her side of whenever they are
the matter. teaching to avoid
disturbing others.

Guide for Mentors and Newly Hired Teachers 59

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 2: Teacher Connie was Teacher Connie's co- Sec. 8. Safeguards in Superiors at the school
a newly-assigned English public teacher, who was just next Disciplinary Procedure. should conduct a seminar
school teacher in Mataas na Nayon to her classroom, was not Every teacher shall enjoy to reignite teachers'
High School, and as she started to managing the class well equitable safeguards at each enthusiasm for teaching
adapt in the new setting of the and was unconcerned stage of any disciplinary while also introducing new
school, she noticed something in about her students' procedure and shall have: methods of inspiring and
one of the more seasoned teachers misbehavior. This would (D. The right to appeal to managing the classroom.
in the same department whose have an impact on Teacher clearly designated They must also speak with
classroom is just next to her. Most Connie's class. authorities. ) the concerned teachers,
of the time, she would observe the
offering suggestions and
teacher to be giving short discussions
among her learners and would
instructions to ensure that
leave them to do their own thing the teaching and learning
while she also sat on the teacher’s process is improved.
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.

60 The Teacher Induction Program - Core Course 5

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 3: Teacher Antonio is an Teacher Antonio was Sec. 12. Academic Teacher Antonio should
Araling Panlipunan Teacher in asking to set an Freedom. be able to use academic
public high school for 5 years. He is appointment with the Sec. 24. Study Leave autonomy in carrying
taking up his Master’s Degree in
regent of the university out his professional
Demographics and now in his final
year to finish the program. He to enroll himself for the responsibilities,
would only need to complete his final term to finish particularly in terms of
Thesis Study to fully graduate from Master’s Degree teaching and classroom
the program. He asked to set an thinking that he will be methods. The principal
appointment with the regent of the given the Study Leave must grant Teacher
university to enroll himself for the
Allowance by the Antonio's request and
final term thinking that he will be
given the Study Leave Allowance by school. provide the necessary
the school. The next day, he talked documentation and
with the principal about his plans, records, since it is his
and how he thinks his study will right and will benefit
also help the school in the long run. their school.

Scenario 4: Teacher Sareemah Teacher Sareemah was a Sec. 27. Freedom to Teachers in public schools
moved from Mindanao to muslim who wished to Organize. have the freedom to form
Pampanga and was successfully practice her costoms as and join organizations of
employed to teach in a public their choice, whether local
a muslim, but the Grade
school. Rooted in her Islam culture or national, to develop and
and tradition, Teacher Sareemah level coordinator gave
defend their interests
wishes to practice her customs as a her a class schedule that without prior
Muslim, like not eating pork, conflicts with her prayer authorization. Teacher
wearing her hijab when going to time at Duhor (midday). Sareemah must inform
school, and praying five times a
both her Principal and
day. However, at the beginning of the
school year, she realized that the
Grade Level Coordinator
Grade Level Coordinator gave her a and ask if it is possible to
class schedule that conflicts with consider her religious
her prayer time at Duhor beliefs when making a
(midday). schedule.

Guide for Mentors and Newly Hired Teachers 61

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?

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

62 The Teacher Induction Program - Core Course 5

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 6: After strong They created an Sec. 27. Freedom to Teachers at public
typhoons that caused multiple organization that Organize. schools have the
damages on the production of the
commodities in their area farmed promotes helping the freedom to form and
and tilled by the parents of the families affected by the join groups of their
learners of Teacher Carla, she felt typhoon and able to choice, whether local or
compelled to do something to help
them, particularly in providing for raise more than national, to advance and
their essential needs. But as she P100,00O which is more protect their interests
checked on her funds, she realized than enough to help without prior
that it would not even suffice for
the needs of three families, so their target number of authorization. This
she thought hard and looked into her families. implies that their
social media about some relief She even encouraged response to the
operations being done by
organizing a donation fund. After her co-teachers to typhoon's victims was
this, she immediately messaged her participate on the pond both appropriate and
co-teachers who are also living raising and utilize the brilliant. They might
within the area and asked them to
contribute. Until eventually, they power of social media. also utilize it to attract
were able to come up with a group additional stakeholders
name, created an announcement to their school, which
banner which they posted on their
social media accounts, and started to could be beneficial to
reach out to different individuals and their educational
organizations to help them in their initiatives.
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.

Guide for Mentors and Newly Hired Teachers 63

 Related Provisions in the How should the matter be
Scenario Issues and concerns
Magna Carta properly resolved?
Scenario 7: Teacher Justine is Teacher Justine felt Sec. 25. Indefinite Leave. Teachers in public
excited about giving birth to her uneasy and troubled schools are not required
first baby as a public-school
teacher for just over three years in because she was worried to work during vacation;
Macalintal National Science High that she won’t be able to nevertheless, in the case
School. She is in the third trimester avail the full benefits of of Teacher Justine, it
of her pregnancy and is expecting
to give birth in the month of June, maternity leave since she may be favorable that
which she thought is the perfect time gave birth during the she gave birth before her
to use her maternity leave and vacation season, which due date, as she may
avail its full benefits. However,
due to some pregnancy issues, she was prior on her target utilize the vacation days
started to feel labor contractions date to use her maternity to heal properly and
early May, which is still leave. then enjoy her paid
technically part of the vacation
season of the school. A few days maternity leave without
after giving birth, Teacher Justine reporting to her school.
felt uneasy and troubled because she If she manages to report
was worried that she won’t be able to
avail the full benefits of on the first day of the
maternity leave due to the fact school year in June, she
that she gave birth during the may be eligible for a
vacation season.
double pay income for
the month of May.

64 The Teacher Induction Program - Core Course 5

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 Implications for your professional duties as Notes from the LAC session
Public School a teacher
Teachers
1. Section 13. Teaching Hours. Any teacher This section on Magna Carta for Public School Any teacher engaged in actual classroom
engaged in actual classroom instruction shall Teachers has the following implications for my instruction shall not be required to render more
not be required to render more than 6 hours of professional obligations as a teacher: I may utilize than six hours of actual classroom teaching per
actual classroom teaching per day. Provided, my excess time to prepare for my next class and day, which shall be scheduled to allow him time
however, that where the exigencies of the even settle all my ancillaries to maintain a healthy to prepare and correct exercises and other work
service so require, any teacher may be required routine as a teacher. This also assists me in dealing incidental to his normal teaching duties:
to render more than 6 hours, but not exceeding with other issues such as family matters and Provided, however, that where the exigencies of
8 hours of actual teaching hours a day. others. The teaching and learning process can also the service so require, any teacher may be
be simplified if we employ tactics that promote required to render more than six hours but not
learning. more than eight hours of actual classroom
teaching per day.
2. Section 10. No Discrimination. There shall Despite the fact that I am a professional teacher, I There should be no prejudice in entering the
be no discrimination (i.e., gender, cultural, am free to practice my religious and cultural teaching profession, practicing it, or terminating
religious, disability, etc.) whatsoever in the views. Because there are no limitations, we may it based on anything other than professional
entrance to the teaching profession, and/or be able to apply our strengths and expertise in considerations.
during in exercising its duties or even in the teaching.
termination of tenure in service.
3. Section 27. Freedom to Organize. Public We may organize an organization to assist us in Teachers in public schools must have the
school teachers shall have the right to freely and meeting the needs of our students, as well as the freedom to form and join organizations of their
without previous authorization both to establish school and its surroundings. Promotes activities choice, whether local or national, to develop and
and to join organizations of their choosing, that will benefit both our students and ourselves as defend their interests without prior
whether local or national to further and defend instructors. authorization.
their interests.

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

66 The Teacher Induction Program - Core Course 5

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.

Guide for Mentors and Newly Hired Teachers 67

 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
The Code of Ethics for Professional Teachers serves as a
guide for teachers to exhibit professional disposition in the by providing facts related to the matter, and he
learning community at all times. It is imperative that you was also entitled to have someone defend him if
observe and practice this set of ethical and moral principles,
standards, and values. In everyday life, you are confronted with the required, according to Section 8 of the Magna
challenges to do the right thing. When you are faced with
Carta for Public School Teachers. Disciplinary
professional decisions that seem to have ethical implications, there
are conditions and provisions of the Code of Ethics that will guide Procedure Safeguards. He could use the SF2 as
you to determine the best actions.
proof that the concerned students were
Required Task 1: Scenario Analysis
frequently missing during his class, or he could
Read the Code of Ethics for Professional Teachers and
reflect on your practice as a teacher. Guided by your use his class record to indicate that the supplied
understanding of the Code of Ethics for Professional Teachers,
statement was correct, and that just expressing
identify the provisions that can guide you to come up with the
best action. Discuss with your mentor and write your answers on care to the child for grades was a teacher's
the space provided in each number.
approach of motivating the students.
Scenario 1: Teacher Antonio received a complaint from the
father of one of his advisory students regarding the grade of his
daughter in English. The father told him that the student
struggles in English but she is very persistent to learn. He
insisted that his daughter did not deserve to receive a failing mark
and demanded a reconsideration. However, Teacher Antonio
knows that the student skips classes and seldom goes to her
English classes. As a homeroom adviser, what’s the best thing for
Teacher Antonio to do following the Code of Ethics for
Professional Teachers? Write your answer in 5-7 sentences in the
space provided below. Once done, discuss this topic with your
mentor.

68 The Teacher Induction Program - Core Course 5

Key Topic 2: Provisions of the Code of Ethics
for Professional Teachers
We may define our boundaries in our
As mandated in the Code of Ethics for Professional Teachers, you obligations and responsibilities by being aware
have the responsibility to interact positively with parents,
community members, and other stakeholders in the school. about the Magna Carta for Public School
Communication with parents must be conducted regularly and
Teachers. If necessary, I've used the laws to
be kept professional and free from arguments. If you have an issue
with parents, community members, or stakeholders, it must be defend myself, and because of the discussion
presented during meetings and conferences. As a teacher, you
must recognize that education is a public service. Strive to keep with my mentor I realized how fortunate I am
the public informed of the programs, projects, and activities of to be a public-school teacher.
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?

Guide for Mentors and Newly Hired Teachers 69

 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
Teacher Ronniie needs to be counseled on his
degree program, informed the principal that she could not make it
as she needs to take her comprehensive examination. Prior to responsibilities and duties as a public-school
the school’s Reading Camp, Teacher Dina already expressed her
intent to take a leave from the Reading Camp. The principal also teacher. His bosses must speak with him and
knew that she has classes every Saturday. However, due to the provide guidance so that he understands the
work demands of the Reading Camp preparations, she requested
Teacher Dina to render her service on that day. The School Head advantages of participating in a seminar. In
told her that she could help her get permission from the university
fact, he was fortunate to be included because
to take a leave and reschedule her comprehensive examination.
Choose the best answer in the scenario below. the conference he would attend will allow him
to learn new things. based on the Magna Carta
for public school teachers’ section 7, Code of
Professional Conduct for Teachers. Teachers
must be professional in his action and words.

70 The Teacher Induction Program - Core Course 5

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

b. I will follow the advice of my principal and

request for an excuse letter that I can give to the
university. (refer to Article VII Section 1 and Section 3 of the Code of
Ethics for Professional Teachers)

D
c. I will negotiate with the principal and tell her
that I need to take the examination in order to
proceed to my master’s thesis. In exchange, I will
offer to 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.

Guide for Mentors and Newly Hired Teachers 71

 Prompt Answer Feedback
Which of the following provisions in the Code of Ethics
for Professional Teachers covers the particular scenario?

B
a. Sections 1 and 2 of Article VI the scenario refers to Article VII
Section 1 and Section 3 of the Code of
b. Sections 1 and 3 of Article VII Ethics for Professional Teachers
c. Preamble

d. Section 6 of Article II

72 The Teacher Induction Program - Core Course 5

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
To maintain a healthy habit, you must examine and Teachers are not required to provide more than six hours
Scenario 1: Teacher Suzette is a new teacher in Mapayapa High
manage your time effectively. If necessary, you may of real classroom instruction each day, according to the
School and was appointed as the Campus Journalism advisor enlist the assistance of your coworkers to fulfill your Code of Ethics for Professional Teachers, any teacher
while also handling a Grade 9 advisory class. She always obligations and responsibilities without exceeding may be required to render more than six hours but not
arrives early for her morning classes and leaves school late your working hours. Teachers are not required to exceeding eight hours of actual classroom teaching a day
provide more than six hours of real classroom
in the afternoon to finish coaching student- journalists. instruction each day, according to the Code of Ethics
Her mentors and colleagues always remind her that she should for Professional Teachers, therefore you must
work smartly and avoid staying at school very late. manage your time to prevent leaving the school late
and maybe disturbing your coworkers.

After the discussion about the graduation ceremony, Any teacher engaged in actual classroom instruction shall
Scenario 2: Teacher Arthur is a first-year HUMSS teacher Teacher Arthur may go to his students' party to not be required to render more than six hours of actual
who teaches primarily Grade 12 learners. At the end of the celebrate their graduation. For the meeting to be only classroom teaching per day, which shall be scheduled to
year, several of the seniors invited him to a graduation party a few hours, instructors will not be needed to work allow him time to prepare and correct exercises and other
including some teachers. His students wanted their teachers for more than six hours, and if they are asked to stay work incidental to his normal teaching duties: Provided,
longer, it will only be for a few hours. Principals are however, that where the exigencies of the service so
to join the party to celebrate the graduation of their batch. constantly mindful of the rules concerning working require, any teacher may be required to render more than
The Faculty Coordinator called a meeting to discuss the hours. six hours but not more than eight hours of actual
graduation ceremony. Majority of the faculty decided not to classroom teaching per day.
go but your students are pleading for you to come.

Larry, the teacher, may be able to pursue other jobs to Co-curricular and out-of-school activities, as well as any
Scenario 3: Teacher Larry is a Grade 10 Science teacher. He had supplement his family's income. He must recommend other activities outside of what is defined as a teacher's
been struggling financially since her wife’s deposition a buddy who is capable of tutoring the pupil. And, if normal duties, shall be compensated at least 25% of his
from work. The parents of one of his students asked he truly intended to aid the student, he may provide a regular remuneration after the teacher has completed at
Teacher Larry to tutor their daughter since they found out remedial session and examination for those who had least six hours of actual classroom teaching per day,
a poor grade on the quarterly exam. Co-curricula and notwithstanding any provision of existing law to the
that she failed her periodical exam. However, the School out-of-school activities, as well as any other activities contrary.
Head stressed that teachers should not offer tutoring services outside of what is defined as normal duties of any
to their learners for remuneration. 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.

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

74 The Teacher Induction Program - Core Course 5

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, , of having on the learning that you gained from this session and at the
been appointed to the position of 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.

Guide for Mentors and Newly Hired Teachers 75
 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 The Magna Carta for Public School Teachers will aid us in
development, legislation was created to protect the our efforts to enhance our social and economic condition as

welfare of public school teachers and to promote, public school teachers, including our living and working
circumstances, job opportunities, and career possibilities.
improve, and ensure their professional rights. Teachers
are protected by regulations that may confine us but
also encourage us in maintaining our personalities,
acting professionally, and setting a good example for
our students.

What other information related to the Code of Ethics do you want to know? Please elaborate.
How will these learnings be of help to you as a teacher?
Teacher must model strong character traits , including perseverance ,honestly ,respect,lawfulness,fairness patience and

unity.Educator must commit wholly to the teaching profession itself. These learning help me to know our primary

responsibilities to our students and defines our role .It serves as a guide to exhibit proper behavior to the learning community

all the times.

76 The Teacher Induction Program - Core Course 5

 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.

Guide for Mentors and Newly Hired Teachers 77

78 The Teacher Induction Program - Core Course 5
 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 Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan 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 II Project Officer Research Officer

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

80 The Teacher Induction Program - Core Course 5

 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

Guide for Mentors and Newly Hired Teachers 81