New TIP Course 5 (DepEd Teacher) TIP.pptx

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1. • http://www. gbooksdownloader. com/ 5 in collaboration with Philippine National Research Center for Teacher Quality T e a c h e r Induction Program (TIP) CORE COURSE Responding to Community Contexts

2. Course 5: The DepEd Teacher ELCOME TO COURSE 5 of the Teacher Induction Program. This Introduction W 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.

3. Intended Course Learning Outcomes 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) demonstrate understanding of how the different offices and bureaus work to support DepEd in accomplishing its vision and mission review personal teaching practice using relevant laws and regulations that apply to the teaching profession (6.3.2) 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)

4. Module 1 – DepEd Organizational Structure and Processes Intended Module Learning Outcomes: At the end of this module, you should be able to: 1. discuss the history and background of the public education system to understand the organizational development of DepEd; 2. address concerns and respond to scenarios in the field using knowledge of existing laws and regulations on DepEd organizational structure and processes; and 3. respond to real- life scenarios that require the application of the knowledge on organizational structures of the Department and the school. Module Outline Session 1: The Philippine Public Education System Session 2: DepEd Central Office Session 3: DepEd Regional and Schools Division Offices Session 4: The School Structure Estimated Time Required: 2.5 hours Required Tasks Reflections Policy reading Scenario analyses Writing tasks Organizational structure analysis Required Resources Historical Perspective of The Philippine Educational System, https://www.deped.gov.ph/about-deped/ history/ Republic Act No. 9155 on Governance of Basic Education Act, 2001 Republic Act No. 10533 on An Act Enhancing the Philippine Basic Education System by Strengthening its Curriculum and Increasing the Number of Years for Basic Education, 2013 Optional Readings DepEd Order No. 53, s. 2013 on Approval and Implementation of the 2013 DepEd Rationalization Program DepEd Order No. 52, s. 2015 on New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education 4 The Teacher Induction Program - Core Course 5

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/ 5 Guide for Mentors and Newly Hired Teachers

6. 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 (What are the different time periods identified in the article?) Events (What are the educational developments brought by this time period?) Implications (How does this affect the succeeding public education system?) Pre- colonial Period Education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3Rs) by their parents and in the houses of tribal tutors Essential learning was prioritized during this period Spanish Colonial Period The tribal tutors were replaced by the Spanish missionaries. 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 Formalization of education with defined administration and management by the Spanish colonial government American Colonial Rule Established a free and public education system for all children of school age. English became the medium of instruction. Curriculum focused on practical subjects such as health, sanitation, and democracy. Teacher training schools (normal schools) were established. Education became more accessible to a wider population. Standardized curriculum and formal teacher preparation were introduced. Shift from religious-oriented to secular and democratic education. Contemporary Society (Third Republic- Present) Implemented education reforms such as the K–12 program. Expanded higher education institutions and vocational-technical schools. Integrated technology in teaching and learning. Promoted inclusive education and lifelong learning. Education system aligned with global standards. Increased opportunities for employment and skills development. Greater emphasis on critical thinking, creativity, and digital literacy. 6 The Teacher Induction Program - Core Course 5

7. 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. 7 Guide for Mentors and Newly Hired Teachers

8. 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

9. 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 Promote and strengthen the quality of technical education and skills development programs to attain international competitiveness; Focus technical education and skills development on meeting the changing demands for quality middle- level manpower; Encourage critical and creative thinking by disseminating the scientific and technical knowledge base of middle- level manpower development programs; Recognize and encourage the complementary roles of public and private institutions in technical education and skills development and training systems; and Inculcate desirable values through the development of moral character with emphasis on work ethic, self- discipline, self- reliance and nationalism. 9 Guide for Mentors and Newly Hired Teachers

10. Required Task 2: Reflection Questions Answer the following reflection questions below based on the excerpts. 1. What educational practices observed in the historical stages of development are the the foundational elements of education in Philippines? 2. Which turning point in the history of the public education system has huge implications in the development of the Department of Education? 10 The Teacher Induction Program - Core Course 5 The foundational elements of education in the Philippines are deeply rooted in its historical stages of development. From the pre-colonial period, the focus on practical skills and essential learning instilled the value of education as a means to prepare individuals for daily life. The Spanish colonial period introduced the formalization of schooling, with structured administration and a defined curriculum, which became the basis for the centralized governance of education today. During the American colonial rule, the establishment of a free public school system, the use of a standardized curriculum, secular instruction, and the training of professional teachers laid the groundwork for a more accessible and democratic education. In the contemporary period, these foundations have been expanded through reforms that promote inclusivity, global competitiveness, and the integration of technology in learning. Together, these practices shaped the Philippine education system into one that values both tradition and innovation, ensuring that learning remains relevant in an ever-changing world. The American Colonial Rule was the turning point in the history of the public education system that had the most significant implications for the development of the Department of Education. This period established the foundation of a free, accessible, and secular public school system for all children, introduced a standardized curriculum , and created formal teacher training institutions to professionalize the teaching workforce. These reforms transformed education from a privilege of the elite into a right for all, and the centralized administrative structure they implemented evolved into what is now the Department of Education, guiding policies, standards, and educational management across the country.

11. 3. What are the implications of the trifocalization of education in the administration and management of education in the Philippines? Key Topic 3: The Governance of Basic Education Act The Republic Act No. 9155, otherwise known as the Governance of Basic Education Act of 2001, renames the Department of Education, Culture and Sports to Department of Education (DepEd). The law also serves as a framework decentralizing governance to the field and making the schools and learning centers (LCs) the “heart of the education system.” It promotes the principle of shared governance which recognizes that every unit in the Department of Education has a particular role, task, and responsibility inherent in the office and for which it is principally accountable for outcomes. To carry out the goals of the department, the DepEd has organized itself into two major structural components: the Central Office that maintains the overall administration of basic education at the national level; and the Field Offices - the regions, divisions, schools, and LCs – that are responsible for the regional and local coordination and administration of the Department’s mandate. The governance of basic education shall begin at the Central Office (CO) and will be transmitted to the Field Offices where the policy and principle for the governance of basic education shall be translated into programs, projects, and services developed, adopted, and offered to fit local needs. Thus, the principles of accountability and transparency shall be operationalized in the performance of functions and responsibilities in these offices. 11 Guide for Mentors and Newly Hired Teachers The Tri focalization of education in the Philippines—dividing the responsibilities of education among the Department of Education (DepEd) for basic education, the Commission on Higher Education (CHED) for tertiary and graduate education, and the Technical Education and Skills Development Authority (TESDA) for technical-vocational training—has several implications for the administration and management of the system. First, it allows specialization in governance , with each agency focusing on its specific sector, ensuring that policies, curricula, and programs are tailored to the unique needs of learners at different educational levels. Second, it promotes efficiency in resource allocation , as funds and support services can be directed according to sectoral priorities. However, this structure also requires strong coordination and collaboration among the three agencies to ensure continuity in learning pathways, avoid policy overlaps, and address gaps in transition from one sector to another. Lastly, it encourages diversity of opportunities for learners, giving them multiple routes—academic, vocational, or professional—that match their skills and aspirations, thus contributing to a more responsive and inclusive education system.

12. 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

13. Required Task 1: Writing Task Answer the following questions. You may answer each item in 4- 7 sentences. 1. As part of the DepEd, how can you contribute to successfully implement programs of the Department and carry out its purpose and objectives? Give specific ways and examples. 2. RA No. 9155 states that “the school shall be the heart of the formal education system.” How does this statement relate to you as a teacher and as a part of a larger organizational landscape? 13 Guide for Mentors and Newly Hired Teachers As part of the Department of Education, I can contribute to the successful implementation of its programs by ensuring that I faithfully follow the curriculum and align my lesson plans with DepEd’s learning competencies. I will actively participate in trainings, seminars, and Learning Action Cell (LAC) sessions to update my teaching strategies and stay informed about new policies and programs. In the classroom, I will integrate innovative and engaging teaching methods , such as using technology and real-life applications, to make learning meaningful and relevant to students. I will also support DepEd’s goal of inclusive education by addressing the needs of diverse learners, including those with learning difficulties. Beyond teaching, I can contribute by collaborating with parents, community stakeholders, and fellow teachers to strengthen school programs like Brigada Eskwela and reading interventions. Through these actions, I can help DepEd fulfill its mission to provide quality, accessible, and relevant education for all Filipino learners. The statement from RA No. 9155 that “the school shall be the heart of the formal education system” relates to me as a teacher because it emphasizes that the real work of education happens at the school level , where direct interaction with learners takes place. As a teacher, I play a central role in delivering quality instruction, nurturing values, and creating a learning environment where students can thrive. It reminds me that my daily efforts in lesson planning, classroom management, and student engagement directly contribute to the success of the entire education system. Being part of a larger organizational landscape, I understand that my work is connected to the goals of the Department of Education, and my performance reflects on the school’s effectiveness as the core of the system. This means I must collaborate with colleagues, administrators, and stakeholders to ensure that our school remains a strong, vibrant, and effective “heart” that keeps the whole education system alive and thriving.

14. 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 In our school, several best practices align with the provisions of RA No. 9155. First, we uphold shared governance by involving teachers, parents, and community stakeholders in decision-making through the School Governing Council and regular consultative meetings. Second, we ensure learner-centered education by adapting teaching strategies to meet the diverse needs of students, including remedial classes and enrichment programs. Third, we promote accountability and continuous improvement by regularly monitoring student performance, conducting classroom observations, and implementing intervention programs based on assessment results. Fourth, we strengthen school-community partnerships through activities like Brigada Eskwela , tree-planting drives, and feeding programs. Lastly, we integrate values formation and life skills into our lessons, ensuring that students not only gain academic knowledge but also develop character and readiness for real-life challenges. These practices reflect the intent of RA No. 9155 to make the school the center of quality, accessible, and relevant education.

15. 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 (What you know) Want (What you want to know) Learned (What you have learned after the session) The Department of Education (DepEd) is responsible for managing and regulating basic education in the Philippines. DepEd has central, regional, and division levels of management. The Secretary of Education is the highest authority in DepEd. DepEd ensures the quality of basic education nationwide. What are the specific functions and roles of each DepEd central office? How do these offices coordinate with regional and division offices? Who assists the Secretary in carrying out national education programs? How are programs monitored and evaluated for effectiveness? The DepEd Central Office is composed of different bureaus, services, and units, each with distinct roles in policymaking, curriculum development, planning, finance, and program implementation. The Central Office formulates national policies and guidelines, which are then cascaded to regional and division offices for localized implementation. The Secretary is assisted by Undersecretaries, Assistant Secretaries, and heads of bureaus/services who oversee specific areas such as curriculum, operations, finance, and human resource development. Monitoring and evaluation are done through specific offices like the Planning Service and Quality Assurance units, ensuring programs meet standards and address learner needs. 15 Guide for Mentors and Newly Hired Teachers

16. Key Topic 1: The DepEd Management Structure 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 Act of 2001. The Department of Education’s Central Office shall exercise overall authority and supervision over the operations of the department and the attainment of its mandate. Specifically, the office is designated to: set overall education agenda, directions, and policies; formulate systems and standards for national adoption; perform investment programming; articulate national frameworks to guide the organization in the performance of its core functions and the provision of support; oversee quality assurance and performance accountability; and build partnerships with the Local Government Units (LGUs) & Non-Governmental Organizations (NGOs). Study the DepEd Organizational Structure by visiting the DepEd website: https://www.deped.gov.ph/about-deped/ central-office/ . Required Task 1: Policy Reading A. The DepEd Rationalization Program The DepEd Rationalization Program is an effort to efficiently maximize the department’s functions so it can focus on attaining its vision, mission, objectives, and its core business— education. For DepEd to focus on its core business, there is a need to reiterate the goals of the DepEd Rationalization Plan concerning the different organization levels of the department. The goals are as follows: have a more efficient and effective central office that focuses on policy making, standards- setting, and overall leadership of the department; have a re- engineered regional office that focuses on localization of policies, performs quality assurance, and fulfills its duties as the technical support hub of its divisions; and have a re- engineered division office that focuses on field leadership and supervision to better support the schools in delivering education services to the learners. The DepEd Rationalization Program, is one of the key steps undertaken by the Department to better manage the implementation of the K to 12 Basic Education Program. 16 The Teacher Induction Program - Core Course 5

17. B. New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education The DepEd Order No. 52, s. 2015, also known as the New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of Education has the following purpose: (a) focusing government efforts on the exercise of its fundamental functions of establishing and providing the appropriate social, political, and economic environment within which development can prosper; (b) transforming the bureaucracy into an effective and efficient institution for the delivery of core public services; and (c) ensuring the long- term sustainability of core government services through mobilization and cost- effective resource public expenditure management. Study the DepEd Central Office Organizational Structure and read the following excerpt from DepEd Order No. 52, s. 2015. After reading, answer the following questions. You may answer each question in 3- 5 sentences. You may access DepEd Order no. 52, s. 2015 through this link: https://www.deped.gov.ph/wp-content/ uploads/2015/10/DO_s2015_52.pdf Background In August 2001, Republic Act No. 9155, An Act Instituting A Framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for Other Purposes , otherwise known as the Governance of Basic Education Act of 2001 , was issued. It provided a framework for the governance of education, decentralizing governance to the field, and making the schools and learning centers the heart of the education system. The law also established the authority and accountability of the various organization levels of the Department of Education (DepEd). In October 2004, Executive Order No. 366 (EO 366, s. 2004), Directing A Strategic Review of the Operations and Organizations of the Executive Branch and Providing Options and Incentives for Government Employees Who May Be Affected by the Rationalization of the Functions and Agencies of the Executive Branch , was issued. According to Section 2 of the said EO, the initiative aimed to: (a) focus government efforts and resources on its vital/core service; and (b) improve the quality and efficiency of government services delivery by eliminating/ minimizing overlaps and duplication, and improving agency performance through the rationalization of service delivery and support systems, and organization structure and staffing (Section 2, EO 366, s. 2004). In December 2011, DepEd embarked on the review and revision of its Rationalization Plan (RP) based on RA No. 9155 and long- term reforms needed in the education sector to respond to fast- changing demands of the local and global environment. 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. 17 Guide for Mentors and Newly Hired Teachers

18. Rationale of the Organizational Structures 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. 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. 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: 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. 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. Strategic Management This strand enables the organization to focus on long- term directions and interface with the internal and external environment and stakeholders. 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. 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. 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

19. 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? 19 Guide for Mentors and Newly Hired Teachers The Department of Education needs to be rationalized and restructured to improve efficiency, coordination, and responsiveness to the changing demands of the education sector. A clearer organizational structure ensures faster decision-making, avoids duplication of work, and strengthens accountability. This allows DepEd to deliver quality education services more effectively and equitably to all learners. The restructured DepEd through the Rationalization Program can help me as a teacher by providing clearer guidelines, faster services, and more efficient support from different offices. With defined roles and responsibilities, I can easily access resources and assistance for teaching and professional development. This enables me to focus more on improving student learning and delivering quality education.

20. Scenario Answers Feedback Teacher Jeanne is a “teacher to the barrio” who is dedicated to providing basic education to the pupils in a geographically isolated community in her province. She was deployed to educate the pupils with a parallel module to that of formal elementary education but in a relatively informal setting and schedule. Curriculum and Instruction Strand – Bureau of Alternative Learning System (BALS) This scenario reflects the work of the Alternative Learning System (ALS) under the Curriculum and Instruction Strand, which provides education to learners outside the formal school setting, especially in remote or disadvantaged areas. Teacher Jeanne’s role aligns with ALS’ goal of delivering basic education through flexible learning modules and schedules, ensuring that every Filipino learner, regardless of location, has access to quality education. Teacher Jonnalyn is a permanent teacher who is facing financial challenges. Once her prior loans were paid, she directly proceeds to take out another loan. The cycle of financial debt goes on. Finance Strand – DepEd Provident Fund Office This scenario falls under the Finance Strand, specifically the DepEd Provident Fund Office, which provides financial assistance and promotes financial literacy. Teacher Jonnalyn’s case shows the need for proper budgeting and responsible borrowing to break the cycle of debt. Teacher Arvin, the school’s basketball coach, focused not only on the psychomotor skills of his players but also on the development of mental discipline and social values through after- school sports programs. Curriculum and Instruction Strand – Bureau of Learning Delivery (BLD) This scenario highlights the role of the Bureau of Learning Delivery under the Curriculum and Instruction Strand, which supports programs that promote holistic learner development. Teacher Arvin’s approach integrates physical skills with mental discipline and social values, fostering well-rounded growth among students. Teacher Edith thinks she is qualified for a promotion as a Master Teacher. She submits all of her requirements and waits for the results. But she lacks the required number of units for her Master’s degree. Governance and Operations Strand – Human Resource Development Division (HRDD) This scenario involves the Human Resource Development Division, which manages personnel development, training, and promotion qualifications. Teacher Edith’s case shows the importance of meeting all educational and training requirements before applying for promotion. Nanette is teaching in a low- lying school. One day, during a heavy rainfall, she was advised of class cancellations and calmly assessed the situation before she directed the class to go home. Governance and Operations Strand – Disaster Risk Reduction and Management Service (DRRMS) This scenario reflects the role of the DRRMS in ensuring safety and preparedness during emergencies. Teacher Nanette’s calm and orderly response demonstrates effective disaster risk management in a school setting. Required Task 2: Identification Read the following scenarios and determine what particular DepEd organizational strand promotes and/or helps address the following scenarios. 20 The Teacher Induction Program - Core Course 5

21. Session 3: The DepEd Regional Office and Schools Division Offices 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. The regional offices are categorized based on size 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. 21 Guide for Mentors and Newly Hired Teachers

22. 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

23. Required Task 1: Identification Read each general function and identify its functional division in the Regional Office. Choose the correct answer from the choices below. Quality Assurance Office of the Regional Director Field Technical Assistance (FTA) Human Resource Development Curriculum & Learning Management Education Support Services Policy, Planning & Research Finance Administrative Function Answers Feedback 1. To ensure access, promote equity, and improve the quality of basic education in the regions and the school’s divisions by taking the lead in policy and direction setting, standard- setting and enforcement, partnership building, and networking with stakeholders of education, and by effectively and efficiently managing the financial, human, and physical resources of the region. B. Office of the Regional Director This function is the primary responsibility of the Office of the Regional Director, which leads in setting policies, enforcing standards, and fostering partnerships to ensure quality basic education in the region. It also oversees the efficient management of resources, ensuring schools receive the support they need for effective operations. 2. To ensure full implementation of the articulated basic education curriculum (pre- school, elementary, secondary, ALS), its localization/indigenization, and increase access to quality and varied learning resources towards improvement in the quality learning outcomes. E. Curriculum & Learning Management This function belongs to the Curriculum & Learning Management Division, which ensures the full implementation and localization of the basic education curriculum. It also works to provide quality learning resources that improve student learning outcomes. 3. To support the delivery of basic education programs, projects, and needed resources to the school’s divisions in order to create an environment conducive to learning and ensure learner readiness to learn through: School Health and Nutrition, Education Facilities, and Program & Services (DRRM, School Sports, Guidance & Counselling). F. Education Support Services This function is handled by the Education Support Services Division, which provides programs and resources that create a safe, healthy, and supportive learning environment. It ensures learners are physically, mentally, and socially prepared to engage in quality education. 23 Guide for Mentors and Newly Hired Teachers

24. Function Answers Feedback 4. To coordinate and integrate the provision of technical assistance (TA) to schools’ divisions with the purpose of facilitating the delivery of quality basic education and creating an enabling environment for schools and learning centers. C. Field Technical Assistance (FTA) This function is performed by the Field Technical Assistance Division, which ensures that schools and learning centers receive the guidance and support they need. It helps create conditions that enable effective teaching and learning to take place. 5. To ensure compliance with standards of quality basic education by assessing, monitoring, and evaluating the region and school’s division performances to inform decision making and guide policy directions in the region toward continuous improvement. A. Quality Assurance This function is handled by the Quality Assurance Division, which monitors and evaluates education performance in the region. Its assessments guide decision-making and policy directions to ensure continuous improvement in basic education. 6. To facilitate the implementation of education plans, policies, and standards in all areas of basic education in the region through the conduct of research studies and maintenance of Regional Education Planning and Data Management Systems. G. Policy, Planning & Research This function is carried out by the Policy, Planning & Research Division, which develops and manages education plans and policies based on reliable data and research. It ensures that decisions and programs are evidence-based and aligned with regional and national education goals. 7. To ensure competent personnel and staff in the regional and schools division offices through efficient and effective training towards professional competencies and organizational performance. D. Human Resource Development This function is the responsibility of the Human Resource Development Division, which focuses on training and capacity-building for DepEd personnel. Its goal is to enhance professional competencies and improve overall organizational performance. 8. To provide the regional office with efficient, economical and effective services relating to personnel, records, receipt of correspondence, supplies, equipment, collection, disbursement, security and custody of property, and reportorial work to oversight agencies. I. Administrative This function is handled by the Administrative Division, which manages personnel services, records, supplies, equipment, and property. It ensures the smooth internal operations of the regional office through efficient administrative support. 9. To provide advice to the Regional Director on the financial resource of the region and provide services in budgeting, accounting, reporting, and coordinating with government oversight agencies. H. Finance This function is performed by the Finance Division, which manages budgeting, accounting, and financial reporting for the region. It ensures proper allocation and utilization of resources while coordinating with oversight agencies for compliance. 24 The Teacher Induction Program - Core Course 5

25. 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. 25 Guide for Mentors and Newly Hired Teachers

26. 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

27. 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 number of non- numerates in their school. She submitted it to the SDO for assessment. SGOD This scenario is related to the Schools Governance and Operations Division (SGOD), which oversees school improvement plans, monitoring, and research to enhance governance and operations. Teacher Alyssa’s action research is part of the school’s Continuous Improvement Plan, a key function of SGOD. Teacher April is having a hard time managing her class because her schedule is in the last period before class dismissal. She then seeks help from the head teacher and colleagues for some advice. Upon learning about Teacher April’s struggles, the head teacher found it necessary to provide a classroom management training for teachers. CID This scenario is related to the Curriculum Implementation Division (CID), which is responsible for supervising and supporting teachers in curriculum delivery. Providing classroom management training addresses teaching strategies and learning environment concerns, which fall under CID’s mandate. Teacher Michael is the schools’ DRRM Coordinator. He prepares and submits situation reports to the SDO on any hazard affecting the school operations such as flood, conflict, fire, among others, and provides real- time updates to the SDO. SGOD This scenario falls under the Schools Governance and Operations Division (SGOD), which handles Disaster Risk Reduction and Management (DRRM) in schools. Teacher Michael’s role in reporting hazards and providing updates supports school safety and operational continuity. Teacher Angel, an English teacher, seeks help through setting a pre- conference meeting with her Department Head for her upcoming classroom observation. She wants to know the best ways on how she can employ the indicators required in the Classroom Observation Tool (COT). CID This scenario is under the Curriculum Implementation Division (CID), which provides instructional supervision and guidance to teachers. Teacher Angel’s request for advice on applying COT indicators directly relates to improving teaching practices and curriculum delivery. Teacher Melvin is assigned as the Room Examiner in the conduct of the National Achievement Test. He checks if the Room Examiners adhere to the instructions in the Examiner’s Handbook. CID This scenario is related to the Curriculum Implementation Division (CID), which manages the administration of national assessments like the National Achievement Test. Teacher Melvin’s role in ensuring adherence to testing procedures supports the integrity and proper conduct of the examination. 27 Guide for Mentors and Newly Hired Teachers

28. Optional Task: Reflection Reflect and answer the following questions: 1. What is the relevance of knowing the DepEd organizational structure and school processes to the performance of your duties as a teacher? 2. Why should a teacher know who to approach in addressing concerns related to his or her duties? 28 The Teacher Induction Program - Core Course 5 Knowing the DepEd organizational structure and school processes is important because it helps me understand the flow of communication, responsibilities, and support systems within the education sector. It allows me to identify the right offices or personnel to approach for specific concerns, ensuring that tasks are done efficiently. This knowledge also guides me in aligning my work with DepEd’s goals, policies, and standards, enabling me to perform my duties effectively and contribute to quality education delivery. A teacher should know who to approach in addressing concerns to ensure that issues are resolved quickly and appropriately by the right office or personnel. This prevents delays, avoids miscommunication, and ensures that the solutions provided are accurate and aligned with policies. It also helps the teacher work more efficiently and maintain a smooth flow of school operations.

29. 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. 29 Guide for Mentors and Newly Hired Teachers

30. 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

31. 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) Organizational Structure of a Large Stand- alone Senior High School 31 Guide for Mentors and Newly Hired Teachers

32. 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 access the place where reading materials and learning resources are kept. He also crafts a schedule of the classes that could visit the place. He coordinates with the School Head for the selection, acquisition, organization, and maintenance of reference and reading materials. Librarian/LRMDS Coordinator Guidance Coordinator/Teacher Guidance Counselor Subject/Learning Area Coordinator/ Department Head Teacher Lorrine is handling a case of some Grade 7 learners who were caught cheating by their adviser. She calls the attention of the parents and reports to them what the learners did. Since it is the first incident, the learners are reprimanded and reminded of the importance of honesty and of not cheating. Librarian/LRMDS Coordinator Guidance Coordinator/Teacher Guidance Counselor Subject/Learning Area Coordinator/ Department Head The librarian ensures efficient and effective access to learning resources for teachers and learners, as well as scheduled visits by class groups and coordinates with the property custodian and/or Principal for the selection, acquisition, organization, and maintenance of reference and reading materials. The prefect of discipline or the guidance counselor is responsible for student behavior management linked to specific roles and functions and makes the learners adhere to the policies, procedures, and activities that encourage good behavior in the school. 32 The Teacher Induction Program - Core Course 5

33. Scenario Answers Feedback Teacher Steffi is conducting a career guidance and advocacy seminar to Grade 12 learners focusing on the four exits envisioned for SHS graduates— namely, higher education, entrepreneurship, employment, or middle- level skills development. Afterward, she gives them a survey to answer on what they plan for their career development after SHS. Librarian/LRMDS Coordinator Guidance Coordinator/Teacher Guidance Counselor -/ Subject/Learning Area Coordinator/ Department Head The Guidance Counselor provides career guidance, counseling, and assessment of learners’ career development, helping them plan for higher education, employment, or entrepreneurship after SHS. Mark Anthony is preparing a budget plan for the continuous improvement of the school for the month of August. He is also preparing the financial report for the month of July. Both reports are subject to the approval of the School Head. Guidance Coordinator/Teacher Librarian/LRMDS Coordinator Guidance Counselor Administrative Officer -/ The Administrative Officer manages the school’s financial transactions, prepares budget proposals, financial reports, and ensures accountability of funds in coordination with the School Head. Miss Rhea prepares the receipt, issuance, maintenance, and safekeeping of supplies, materials, and equipment and other properties and facilities of the school. She also conducts and maintains the inventory of properties and prepares the required reports for the School Head’s reference.v Librarian/LRMDS Coordinator School Nurse Property Custodian - / Feeding Program Coordinator The Property Custodian is responsible for managing, safeguarding, and accounting for school supplies, equipment, and other physical resources. 33 Guide for Mentors and Newly Hired Teachers

34. 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 of higher pupil/student schools towards the attainment learning outcomes. is regarded education. With SBM, the school as a key provider of 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

35. Required Task 2: Scenario Analysis To foster harmonious relationships with the wider school community, it is important to involve learners, parents, and other stakeholders in identifying and resolving issues and concerns in the school community. Discuss how you can help in each scenario and involve some key personnel who can help you resolve the following challenges. Scenario 1 Teacher Lozano, the mother of one of your advisory students, visited you in the school because of a bullying incident that you are not aware of. She was very angry and disappointed about what happened because the incident was not addressed and resolved properly. Her daughter is still afraid and decided not to go to school that day. The incident happened during Science time because the teacher was late to enter the class. You also had other classes to attend to and had no chance to meet your advisory class during that time. Who should you seek help to? 35 Guide for Mentors and Newly Hired Teachers Steps on How I Can Help: Listen actively to the parent’s concern with empathy and assure her that the school takes bullying seriously. Gather initial information about the incident (who was involved, what happened, when it happened). Report the case to the proper authorities in the school, following the Child Protection Policy. Coordinate interventions to support the victim (e.g., counseling, restorative practices) and address the behavior of the bully. Ensure follow-up by keeping communication open with the parent, assuring her that the school is acting on the concern. Key Personnel to Involve: Guidance Counselor – to provide counseling to the victim and intervention programs for both the bully and the bullied. School Head/Principal – to take administrative action, ensure the Child Protection Policy is enforced, and call for case conferences if needed. Child Protection Committee (CPC) – to investigate, document, and recommend actions in line with DepEd guidelines. Subject Teacher (Science Teacher) – to explain what happened during the incident and ensure classroom management is improved. Advisory Teacher (you) – to monitor the learner’s well-being, coordinate with parents, and follow up on interventions. In this scenario, I should seek help from the Guidance Counselor , the School Head , and the Child Protection Committee (CPC) . Together, we will investigate the bullying case, provide counseling and support to the victim, and implement corrective measures for the bully. I will also maintain communication with the parent to assure her that the school is committed to ensuring her child’s safety and well-being.

36. Scenario 2 Teacher Mary Ann, a fellow teacher whom you consider a friend, messaged you on Facebook and told you that she will be absent tomorrow. She asked you to substitute all her five classes. Without letting you respond, she already sent you the learning materials for her lessons tomorrow. However, you also have classes to attend and your learners are expecting to deliver a performance task that they prepared for. What are you going to do as a colleague and who should you direct her to? Scenario 3 Lito, the class president of your advisory class, was elected as the president of the Supreme Student Government (SSG). After three months, his subject teachers are having trouble with his class standing because of his frequent absences and non- submission of required written and performance tasks. Lito is getting overwhelmed with the various school activities he manages. What are you going to do as the adviser? 36 The Teacher Induction Program - Core Course 5 Key Personnel to Involve: School Head/Principal – has the authority to assign a substitute teacher. Department Head/Subject Area Coordinator – can help arrange class coverage among teachers. Class Adviser (if applicable for her sections) – to monitor students’ welfare in her absence. As a colleague, I should politely decline Teacher Mary Ann’s request to substitute all her classes because I also have my own academic duties. Instead, I will advise her to directly inform the School Head and Department Head , who are authorized to arrange substitute teaching assignments. In this way, I show support as a friend while still maintaining professionalism and ensuring both her students and mine are given proper attention. Key Personnel to Involve: Guidance Counselor – for counseling on time and stress management. SSG Adviser – to help delegate responsibilities among SSG officers. Subject Teachers – to coordinate on missed requirements and academic interventions. School Head (if necessary) – for policy guidance and support. As an adviser, it is important to guide student leaders like Lito in balancing their academic and leadership responsibilities. I will remind him that being an effective leader also means being a good example in his studies. By coordinating with the Guidance Counselor, SSG Adviser, and subject teachers, I can help him manage his time, delegate tasks, and catch up with his requirements. This way, he can continue serving as a leader while still giving priority to his academic success.

37. Session 5: Common/Standardized School Forms Estimated time required: 1 hour Required Tasks The following are the tasks in this module. Reading activities Checklist 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. Key Topic 1: Adoption of School Forms and Standardization of Permanent Records Required Task 1: Preliminary Activity Let us find out how familiar you are with school forms. Rate your level of familiarity with the school forms listed. Tick/ check your response. Choose only one answer. Legend : K – Kinder ES – Elementary School (Gr. 1 to 6) JHS – Junior High School (Gr. 7 to 10) SHS – Senior High School (Gr. 11 & 12) 37 Guide for Mentors and Newly Hired Teachers

38. Standardized School Forms Answer only if teaching in… Very Familiar Familiar Needs Further 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

39. Key Topic 2: The K to 12 and the New Standardized School Forms With the nationwide implementation of the K to12 Basic Education Program, particularly of Senior High School (SHS), 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, 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 education (particularly Kindergarten, SHS, and ALS) and standardizes the forms for the learners’ health and nutrition and permanent records. This set of new, standardized school forms provide significant information that is valuable in making evidence- 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). Required Task 2: Reading Read DO 58, s. 2017 – Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition and Standardization of Permanent Records. (URL, hyperlink) Key Topic 3: School Forms The set of modified school forms provides information that are significant in planning, resource allocation, and performance monitoring and evaluation. The use of these forms is mandatory in all public schools. You should become familiar with the following School Forms and their descriptions, codes, and, where applicable, Grade Levels as stipulated in DepEd Order 58, s.2020. 39 Guide for Mentors and Newly Hired Teachers

40. 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 returned to the issuing authority SF3 ES, JHS SF3- SHS SHS School Form 4 – Monthly Learners Movement and Attendance Report Summary number of learners who moved in/out of the school during the month SF4 ES, JHS SF4- SHS SHS School Form 5 – Report on Promotion and Level of Proficiency A list of the learners’ academic performance and result of assessment by the end of the school year SF5- K K SF5 ES, JHS School Form 5A – End of Semester and School Year Learner Status A list of the learners’ academic performance and result of assessment by the end of the semester and school year SF5A- SHS SHS School Form 5B – List of Learners with complete SHS Requirements A list of Grade 12 learners who completed SHS requirements and are candidates for graduation SF5B- SHS SHS School Form 6 – Summarized Report on Promotion and Level of Proficiency Summary number of learner status by the end of the semester and/or school year SF6 ES, JHS SF6- SHS SHS School Form 7 – School Personnel Assignment List and Basic Profile A list of the school personnel’s profile and official duty, such as teaching assignments, ancillary responsibilities, etc. SF 7 ES, JHS SF7- SHS SHS School Form 8 – Learner’s Basic Health and Nutrition Report A record of learner’s health and nutritional assessment SF8 K, ES, JHS SF8- SHS SHS 40 The Teacher Induction Program - Core Course 5

41. 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 grade level SF9 - ES ES SF9- JHS JHS SF9- SHS SHS School Form 10 – Learner’s Permanent Academic Record An individual record of a learner’s academic achievement per level SF10- ES ES SF10- JHS JHS SF10- SHS SHS Alternative Learning System (ALS) Form 1 – List of Mapped and Potential Learners A list of potential ALS learners identified during the mapping activities AF1 - ALS Form 2 – Enrolment Form A basic information sheet of individuals who signified interest to enroll in ALS Program AF2 - ALS Form 3 – Master List of Enrolled Learners and End of Program Assessment A record of learners who are officially enrolled in ALS classes and 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 equivalency exam. AF4 - ALS Form 5 – Learner’s Permanent Record A record of learners’ basic personal profile and learning performance AF5 - 41 Guide for Mentors and Newly Hired Teachers

42. 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 know what reading materials are needed in her class. In order to identify the learning areas which have limited books, what school form shall she consult? School Form 3 (SF3) – Books Issued and Returned SF3 is used to record the distribution, inventory, and return of learning materials such as books issued to students. By consulting this form, Teacher Joanne can determine which subjects or learning areas have a shortage of books. This helps in planning requests for additional resources and informing stakeholders about the specific materials that learners still need. Mrs. Anne, a parent, came to Teacher Danica, a teacher-adviser, complaining for the remarks given in the report card (SF10), “It would be helpful if you come to school on a regular basis,” the parent complained that her child never got absent from class. What school form should you refer to as an evidence to support the remarks on SF10? School Form 1 (SF1) – School Register and/or School Form 2 (SF2) – Daily Attendance Report of Learners SF1 (School Register) contains the enrollment list of learners, showing their official class membership. SF2 (Daily Attendance Report of Learners) is the primary evidence for verifying attendance since it records daily presence, absence, and tardiness of each learner. Teacher Nico is having trouble in finding school stakeholders that could help her class in the feeding program. The majority of her learners have aBody Mass Index (BMI) outside the healthy range. What school form informed her about this? School Form 8 (SF8) – Learner’s Basic Health and Nutrition Report SF8 contains learners’ health and nutrition records , including weight, height, and BMI . This form allows teachers to identify which learners are underweight, overweight, or obese, making it the official basis for implementing nutrition interventions such as a feeding program. Parents need to be regularly informed of their child’s academic achievement but you failed to inform them. What school form was not properly issued? School Form 9 (SF9) – Learner’s Progress Report Card SF9 is the report card that communicates a learner’s academic progress, grades, and teacher’s feedback to parents/guardians on a regular basis (usually every quarter). If it was not properly issued, parents would not be updated on their child’s academic achievement. Jeanne Therese, a Grade 4 student, was accidentally hit by a car outside the school during class hour. You were given a complaint of negligence on your part as a teacher. You explained that the child was absent in class that day. What school form would support your testimony? School Form 2 (SF2) – Daily Attendance Report of Learners SF2 is the official record of daily attendance. It shows whether a learner was present, absent, or tardy on a given day. By presenting SF2, the teacher can prove that Jeanne Therese was absent during the incident, thus supporting the claim that the accident did not occur under her supervision during class hours. 42 The Teacher Induction Program - Core Course 5

43. 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 ✔ 43 Guide for Mentors and Newly Hired Teachers

44. 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 1. Official lists of learners enrolled in ALS AF2 – Master List of Enrolled Learners This is the official record of ALS enrollees maintained by the facilitator. AF2 – Master List of Enrolled Learners 2. Basic information of individuals who signified interest to enroll in ALS AF1 – Learner’s Basic Profile Contains the learner’s background information, contact details, and personal data. AF1 – Learner’s Basic Profile 3. Record of learners after the mapping activity done in community AF1 or Mapping Tool (Learner’s Profile Form) Used after community mapping to document potential ALS learners. AF1 / Mapping Tool (Learner’s Profile Form) 4. Report of learners’ learning progress AF5 – Individual Learning Agreement (ILA) and AF6 – Learner’s Progress Report These forms track the academic progress and competencies developed by ALS learners. AF5 (Individual Learning Agreement) & AF6 (Learner’s Progress Report) 5. List of candidates qualified to take the Accreditation & Equivalency Test AF7 – Certification of ALS Learners Qualified for A&E Test Lists learners who have completed the required learning modules and are endorsed to take the exam. Certification of ALS Learners Qualified for 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. 44 The Teacher Induction Program - Core Course 5

45. 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. 45 Guide for Mentors and Newly Hired Teachers

46. 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 As a teacher, I am accountable by ensuring that all school forms I prepare are truthful, transparent, and submitted on time. I take full responsibility for the accuracy of learner records since these documents affect their academic standing and future opportunities. Reliability I can be reliable by consistently preparing and checking school forms with diligence, so that my co-teachers, school head, and stakeholders can depend on me to provide complete and updated learner information whenever needed. Efficiency I can be efficient by organizing learner data systematically, using available school tools and technology, and following DepEd guidelines to avoid delays and errors in form preparation. This way, I can save time while still ensuring quality work. Accuracy I can be accurate by carefully cross-checking entries, verifying data with class records, and reviewing forms before submission. Accuracy ensures that the learners’ achievements, attendance, and other information are reflected correctly and fairly. 46 The Teacher Induction Program - Core Course 5

47. 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. 47 Guide for Mentors and Newly Hired Teachers

48. Questions Answers Feedback Teacher Jopay , a Grade 1 teacher, prepared 2 copies of SF10- ES without attaching any documents for the checking of her forms. FALSE SF10-ES (Elementary School Learner’s Permanent Record) must have supporting documents attached, such as SF9 (report card), birth certificate, and other required attachments. Preparing it without documents makes it incomplete. Teacher Rochelle, a Grade 7 class adviser, could not encode the SF10- JHS of one of her learners because of the absence of SF10- ES as the attachment. TRUE SF10-JHS (Junior High School Learner’s Permanent Record) requires the SF10-ES from elementary as an attachment. Without it, the JHS permanent record cannot be encoded completely. Aira finished the Grade 8 level and would like to continue her studies in the same school. She asked for her SF10 and would like to submit it to her soon- to- be adviser. FALSE SF10 is a permanent school record that remains in the custody of the school. It is not issued to the learner or adviser every year. Since Aira is continuing in the same school, there is no need for her to request or submit her SF10. Che-che transferred out to continue Grade 11 to another school, she needs to bring a photocopy of her SF10. FALSE Only the original copy of SF10 is transmitted directly school-to-school upon request, not a photocopy nor hand-carried by the learner. This ensures authenticity and prevents tampering. 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 This is the correct procedure. The record-keeper or school head must prepare and officially transmit the SF10 and supporting documents directly to the receiving school upon a formal written request. Key Topic 2: Forms to be accomplished by the Class Adviser 48 The Teacher Induction Program - Core Course 5

49. 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. 49 Guide for Mentors and Newly Hired Teachers

50. 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

51. Fig. 5. Standard Process and System Validation DO 11, s. 2018, Guidelines on the Preparation and Checking of School Forms 51 Guide for Mentors and Newly Hired Teachers

52. Required Task 2: Interview Conduct an interview with at least two teachers who have been in the profession for five years or more and ask what they think , feel , and do before, during, and after reading and checking the forms. Write your findings in bullet form. BEFORE DURING AFTER THINK “I must prepare all the needed documents ahead of time.” “Accuracy and completeness are important.” “I need to double-check every entry to avoid errors.” “This form will be used as an official reference, so it must be correct.” “I must review once more before submitting.” “These records will reflect my professionalism and responsibility.” FEEL Sometimes anxious about deadlines. Motivated to finish early so I won’t be rushing. Focused and alert while encoding/checking details. Sometimes pressured, especially when forms are long and repetitive. Relieved once the task is done and submitted. Proud knowing that the forms are accurate and useful for learners. DO Gather learners’ records, class cards, attendance sheets, and other data. Organize documents to avoid confusion later. Compare entries with class records (e.g., SF1 vs. SF2, SF9 vs. SF10). Verify learner names, LRN, grades, and attendance. Cross-check with co-teachers if something is unclear. Sign, file, and submit the completed forms to the School Head or Records In-Charge. Keep a personal copy for future reference. Reflect on areas for improvement for the next checking. 52 The Teacher Induction Program - Core Course 5

53. Summary Responsible Person References (Documents to be Checked) Output (Reports/Forms to be Validated) Class Advisers Compile supporting documents particularly on the learner’s eligibility for admission, such as: PSA Birth Certificate/another equivalent document SF9 (formerly Form 138) and SF10 (formerly Form 137), or ECCD Checklist, Kindergarten Progress Report, and Certificate of Completion for Kinder PEPT/PVT/A&E Certificate (if applicable) Ensure that the following SFs generated from the LIS are correct: SF1 – School Register SF2 – Learner Daily Attendance Report (for the months of February and March only) SF5 – Report on Promotion and Level of Proficiency (including SF5- K, SF5A- SHS and SF5B- SHS for Grade 12) 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. 53 Guide for Mentors and Newly Hired Teachers

54. 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’ progress to inform parents using SF10. FALSE Kindergarten teachers use the Kindergarten Progress Report (not SF10). SF10 is the Learner’s Permanent Record and starts at Grade 1. 2. Information in the SF1 is consistent with what is written in the Birth Certificate. TRUE SF1 (School Register) contains the learner’s basic profile such as name, sex, and date of birth, which should match the birth certificate. 3. The List of Graduates and documents/ reports in relation to the ranking of honors shall be prepared and checked. TRUE This is part of the End-of-School-Year (EOSY) reports and is officially prepared and checked by the adviser, teachers, and school head. 4. The learner’s academic records shall be the basis of the adviser for enrolling or validating the said learner in the LIS. TRUE The Learner Information System (LIS) relies on academic records like SF10 to validate enrollment and grade level placement. 5. SF 2 is the official enrollment list of the class and shall be used as reference in any other reporting that requires the list of officially enrolled learners. FALSE SF1 (School Register) is the official enrollment list, not SF2. SF2 is the Daily Attendance Report of learners. 54 The Teacher Induction Program - Core Course 5

55. Suggested Additional Readings The Basic Education Information System (BEIS) is a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers. It is a web-based system designed to enhance information management at all levels of the education system (school, division, region and national levels) through streamlined processes and use of information and communication technologies. It aims to deliver relevant and accurate information to school heads, education managers, policy makers and various stakeholders of the education system. Visit http://lis.deped.gov.ph/ and http:// ebeis.deped.gov.ph/ The BEIS provides information for planning, quality assurance, monitoring & evaluation and other decision- making activities at all levels of the education system. Additional Task: Seek the help of the School LIS Coordinator and get started with LIS. Summary 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. Kindergarten education shall mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I. Elementary education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old. Secondary education refers to the third stage of compulsory basic education. It consists of four (4) years of junior high school education and two (2) years of senior high school education. The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively. There are other teaching and non- teaching personnel that 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 hired teachers know who to approach to seek support and 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 leaders to create significant changes in improving education within their local context. 55 Guide for Mentors and Newly Hired Teachers

56. Module 2 – Relevant Laws for Teachers Intended Module Learning Outcomes At the end of this module, you should be able to: 1. cite specific provisions in the laws that are applicable to specific scenarios in the field; 2. identify practices that uphold the dignity of teaching as a profession; develop practices that promote fairness, respect, and care; and 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 Required Resources PRC Resolution No. 435, s. 1997 on Code of Ethics for Professional Teachers Republic Act No. 4670 on The Magna Carta for Public School Teachers Republic Act No. 10627 on Anti- Bullying Act of 2013 56 The Teacher Induction Program - Core Course 5

57. Session 1: Magna Carta for Public School Teachers Key Topic 1: Republic Act No. 4670 Did you know? Magna Carta translates to “The Great Charter.” The term is used 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 documents in history as it established the principle that 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 trial (Eleftheriou- Smith, 2015). The Magna Carta for Public School Teachers aims to improve the social and economic status of public school teachers in basic education, their living and working conditions, employment, and career prospects. As teachers’ efforts are being recognized in building the nation, a law was passed to look after the welfare of the public- school teachers and to promote, improve, and secure the professional rights of a teacher— known to be the RA No. 4670 or the Magna Carta for Public School Teachers. Who is covered under the Magna Carta? The Act applies to all public-school teachers except those in the professorial staff of state colleges and universities. As used in the Act, the term “teacher” shall mean all persons engaged in classroom teaching, in any level of instruction on full- time basis, including: guidance counselors school librarians industrial arts or vocational instructors and all other persons performing supervisory and/ or administrative functions in all schools, colleges, and universities operated by the Government or its political subdivisions but shall not include: school nurses school physicians school dentists and other school employees 57 Guide for Mentors and Newly Hired Teachers

58. Topic and Page number Queries/Points for Clarification Input/Response from the Mentor/s or from the LAC session Section 11, page Provision for Married Teachers Could I be in the same school as my husband/ first degree family member? Mentor explained that while the law provides this privilege, it is still subject to the availability of teaching items in the school. It is not automatic but may be requested through proper channels. Section 6, page – Consent for Transfer Input/Response from the Mentor/s or from the LAC f What counts as “exigencies of service”? Can a teacher refuse a transfer order? Mentor clarified that exigencies mean urgent needs of the school system (e.g., teacher shortage). A teacher may appeal, but the decision of DepEd is final if justified. Section 22, page – Medical Examination and Treatment Are these medical services still provided regularly by DepEd? Mentor noted that while the law provides for it, implementation varies. Some schools coordinate with LGUs or health centers. Teachers may still use PhilHealth or local health services when DepEd cannot fully provide. Section 26, page – Study Leave Is study leave with pay still possible today? How do we apply for it? Mentor explained that study leave is still granted but subject to DepEd guidelines, budget allocation, and approval. It is competitive, and teachers must justify their applicatio Section 19, page – Special Hardship Allowances What are the criteria for identifying hardship posts? How much is the allowance? Mentor shared that hardship posts are determined by distance, terrain, or difficulty of travel. The allowance depends on guidelines set by DepEd and DBM, but not all schools qualify. 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. 58 The Teacher Induction Program - Core Course 5

59. 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: Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 1: Teacher Ana is a Science teacher in a Senior High School and has been very active in fostering a variety of learning strategies to engage her learners in learning their topics. She would mostly ask her learners to do outdoor activities, explore the surroundings and come up with hypotheses related to their topic. Teacher Jurado, the 53- year- old Grade Level Chair, found this teaching technique of Teacher Ana Castro quite disturbing since he believed that Science could be better learned through experiments within laboratories and paper- and- pencil exams. He raised this concern to the principal and has asked Teacher Castro to explain her side of the matter. Issues and Concerns Professional disagreement on teaching strategies (traditional vs. innovative methods). Possible violation of Teacher Ana’s academic freedom in choosing appropriate teaching methods. Risk of professional misunderstanding or conflict between colleagues. Question of whether Teacher Ana’s methods align with curriculum standards. Section 3 – Recruitment and Qualifications : Teachers must demonstrate competence and initiative in using appropriate teaching strategies. Section 6 – Safeguards in Disciplinary Procedures : No teacher shall be dismissed or disciplined without due process. Section 7 – Security of Tenure : Teachers are protected from arbitrary action that undermines their professional integrity. Section 12 – Academic Freedom : Teachers have the right to use appropriate teaching methods, provided these align with the curriculum and do not endanger learners. The principal should mediate between Teacher Jurado and Teacher Ana, clarifying that teachers are encouraged to use a variety of teaching strategies suited to learners’ needs, as long as these meet curriculum standards. Teacher Ana should be given the opportunity to justify and present evidence of the effectiveness of her strategies (e.g., learner engagement, performance results). Teacher Jurado should be reminded to respect the academic freedom and professional autonomy of colleagues while also ensuring curriculum compliance. The school may organize a Learning Action Cell (LAC) session to discuss diverse teaching strategies in Science, promoting professional collaboration instead of conflict. If no violation of policy is found, Teacher Ana should not be penalized but rather supported in her innovative approaches. 59 Guide for Mentors and Newly Hired Teachers

60. Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 2: Teacher Connie was a newly- assigned English public school teacher in Mataas na Nayon High School, and as she started to adapt in the new setting of the school, she noticed something in one of the more seasoned teachers in the same department whose classroom is just next to her. Most of the time, she would observe the teacher to be giving short discussions among her learners and would leave them to do their own thing while she also sat on the teacher’s chair scrolling her phone, not minding how the class is misbehaving. In turn, this would affect the class of Teacher Connie as the learners in the next classroom would tend to be noisy. When she could no longer keep her frustration, she went to the classroom of her co- teacher and gently confronted her about the situation. Then, the other teacher answered, “Well, this is how I wanted to teach, I have the academic freedom to utilize my time no matter how I want it. You should try it, too” and left Teacher Connie dumbfounded. Misuse of academic freedom by the seasoned teacher, leading to neglect of teaching duties. Lack of classroom management and effective instruction that negatively affects student learning. Negative spillover effect on Teacher Connie’s class due to the noisy environment. Professional ethics and accountability of teachers being questioned. Section 3 – Recruitment and Qualifications : Teachers must show competence, efficiency, and dedication to their work. Section 4 – Code of Professional Conduct : Teachers are expected to be role models and uphold professional standards. Section 6 – Safeguards in Disciplinary Procedure : Any teacher found guilty of neglecting duty can be subject to due process and corrective measures. Section 7 – Security of Tenure : Teachers are protected, but tenure does not excuse neglect or incompetence. Section 12 – Academic Freedom : Teachers have freedom in teaching methods but not to the extent of neglecting responsibility to learners. Clarification of Academic Freedom : The seasoned teacher must be reminded that academic freedom does not equate to neglect of duty; it must always align with learner welfare and curriculum goals. Professional Dialogue : Teacher Connie should bring up the concern professionally with the department head or principal to avoid direct conflict and ensure proper action. Administrative Action : The school head may conduct a classroom observation of the concerned teacher to verify performance issues. Capacity Building : The teacher should be encouraged (or required) to attend in-service trainings (INSET) or LAC sessions on effective teaching strategies and classroom management. Mentoring System : Senior teachers should act as role models; if failing, the principal must assign a mentor or provide coaching. Accountability : If negligence is proven, proper disciplinary action following due process (as outlined in Section 6 of the Magna Carta) must be taken. 60 The Teacher Induction Program - Core Course 5

61. Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 3: Teacher Antonio is an Araling Panlipunan Teacher in public high school for 5 years. He is taking up his Master’s Degree in Demographics and now in his final year to finish the program. He would only need to complete his Thesis Study to fully graduate from the program. He asked to set an appointment with the regent of the university to enroll himself for the final term thinking that he will be given the Study Leave Allowance by the school. The next day, he talked with the principal about his plans, and how he thinks his study will also help the school in the long run. Teacher Antonio is pursuing graduate studies (Master’s Degree) and seeks Study Leave with Allowance from the school. The concern lies in whether he is qualified to avail study leave benefits under the Magna Carta. Proper coordination between teacher and school administration regarding eligibility, requirements, and impact on teaching load. Section 24 – Study Leave : Public school teachers who have rendered at least seven (7) years of service may be granted Study Leave of up to one year with pay. It shall be granted for improving competence, pursuing graduate studies, or completing a professional program beneficial to the school. Section 25 – Compensation During Study Leave : A teacher on study leave is entitled to 60% of his monthly salary. The teacher must return to service after the leave for a period at least equal to the length of study leave taken. Section 26 – Indemnity Bond : Before enjoying study leave, the teacher must execute a contract binding him to return to service or refund the money received if he fails to comply. Clarification of Eligibility : Since Teacher Antonio has only 5 years of service , he does not yet qualify for the study leave with pay (requires 7 years). Administrative Guidance : The principal should explain the provisions of the Magna Carta, particularly Sections 24–26. Encouragement : While he cannot avail of the study leave allowance yet, he can still pursue his thesis while continuing his teaching load or request for short-term service credits, reduced load, or flexible scheduling (if the school allows). Future Opportunity : Once he completes 7 years, he may apply formally for the Study Leave with pay for doctoral studies or fu rther academic pursuits. Scenario 4: Teacher Sareemah moved from Mindanao to Pampanga and was successfully employed to teach in a public school. Rooted in her Islam culture and tradition, Teacher Sareemah wishes to practice her customs as a Muslim, like not eating pork, wearing her hijab when going to school, and praying five times a day. However, at the beginning of the school year, she realized that the Grade Level Coordinator gave her a class schedule that conflicts with her prayer time at Duhor (midday). Teacher Sareemah , a Muslim teacher, wants to practice her religious customs (wearing hijab, dietary restrictions, and observing daily prayers). Her class schedule conflicts with her Duhor (midday) prayer time. The concern is the balance between her professional duties as a teacher and her constitutional right to freedom of religion. Section 6 – Safeguards in Disciplinary Procedure : Ensures fairness and respect for teachers’ rights. While not directly about religion, it highlights the protection of teachers’ welfare and dignity. Section 7 – Right to Free Expression and Association : Teachers are entitled to freedom of expression, which includes practicing cultural and religious beliefs. Section 27 – Freedom to Organize and constitutional rights (Article III, Section 5 of the 1987 Philippine Constitution): No law shall be made respecting an establishment of religion, or prohibiting the free exercise thereof. The school, as a government institution, must respect religious practices. Administrative Adjustment : The Grade Level Coordinator, with approval of the school head, should adjust Teacher Sareemah’s schedule so that her prayer time is respected, without disrupting the teaching–learning process. Respect for Religious Practices : The school must allow her to wear her hijab, avoid pork during school gatherings, and provide her reasonable accommodation for prayers. Collaboration : Teacher Sareemah should also communicate openly with her coordinator and suggest practical schedule adjustments that will not affect learners’ classes. 61 Guide for Mentors and Newly Hired Teachers

62. Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 5: Teacher Alonzo saw his photo being shared in social media by one of the influential TV programs that hails itself as the program that gives justice to the poor and disadvantaged. As he clicked the link of the program, there on his screen was the interview with one of his learners who told the host that her teacher, pertaining to Teacher Alonzo, didn’t give her the chance to make up for all her missed quizzes and was ridiculed by him in front of the class. Knowing the truth, Teacher Alonzo was enraged by the false accusations of the student until he received a call from his principal and asked him to explain the matter to his office since they are being pressured by the TV program to give his statement. Teacher Alonzo was publicly accused and shamed on social media and television through a student’s false statements. He was portrayed as unfair and unprofessional without due process, damaging his reputation and dignity as a teacher. The school, through the principal, has asked him to explain the matter due to external pressure from media. The concern involves the protection of teachers against false accusations, trial by publicity, and violation of their rights to due process. Section 6 – Safeguards in Disciplinary Procedure No teacher shall be dismissed or sanctioned without due process and proper investigation. Teachers must be heard and given the opportunity to defend themselves before any judgment is made. Section 8 – Safeguards in Administrative Charges Complaints against teachers must be submitted in writing under oath , not merely verbal or media reports. Teachers have the right to a fair, just, and impartial hearing. Section 9 – Administrative Remedies Provides avenues for teachers to appeal and seek protection against unjust charges. 1987 Philippine Constitution, Article III, Section 1 & 14 No person shall be deprived of life, liberty, or property without due process of law. Every accused has the right to be presumed innocent until proven guilty. Due Process: The principal should not immediately judge or penalize Teacher Alonzo based on media reports. A proper investigation must be conducted following DepEd protocols. Formal Complaint Required: The accusation must be in the form of a written, sworn statement before any action is taken, not just a media interview. Right to Respond: Teacher Alonzo should be allowed to submit his side in writing and present evidence (e.g., class records of quizzes, documentation of learner’s performance). School Support: The school head should protect the teacher from trial by publicity and communicate to the media that the case is under investigation according to DepEd procedures. Professionalism: Teacher Alonzo should remain calm, professional, and avoid retaliating publicly on social media to preserve integrity while the matter is addressed formally. 62 The Teacher Induction Program - Core Course 5

63. Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 6: After strong typhoons that caused multiple damages on the production of the commodities in their area farmed and tilled by the parents of the learners of Teacher Carla, she felt compelled to do something to help them, particularly in providing for their essential needs. But as she checked on her funds, she realized that it would not even suffice for the needs of three families, so she thought hard and looked into her social media about some relief operations being done by organizing a donation fund. After this, she immediately messaged her co- teachers who are also living within the area and asked them to contribute. Until eventually, they were able to come up with a group name, created an announcement banner which they posted on their social media accounts, and started to reach out to different individuals and organizations to help them in their cause. At the end of their target date, they were able to raise more than PhP 100,000.00, which they utilized in buying the needs of more than 50 farmers and their families. Teacher Carla initiated a fundraising and relief operation with her co-teachers to support families affected by the typhoon. While the intention is noble, handling donations and organizing relief drives may raise questions about transparency, accountability, and teachers’ role in such activities. There is also the concern of whether such initiatives fall under the scope of teachers’ duties or if these should be coordinated with proper authorities (LGU, school head, DepEd). Section 5 – Obligations of Teachers Teachers shall promote and safeguard the welfare of learners and help in the development of the community. Teacher Carla’s action aligns with this as it seeks to uplift the welfare of learners’ families. Section 7 – Safeguards in Administrative Charges Teachers engaging in activities beyond classroom duties must ensure proper authorization and accountability to avoid issues of mismanagement or misunderstanding. Section 24 – Cultural and Community Life Teachers are encouraged to participate in community activities and help during emergencies or calamities as part of their social responsibility. DepEd Orders / Policies DepEd encourages teachers to support community efforts, but fundraising and solicitation must be done with transparency and coordination with school heads to prevent misinterpretation or allegations of misuse of funds. Commendation: Teacher Carla’s initiative should be recognized as an exemplary act of community service and compassion. Coordination: Future activities should be coordinated with the school head, local government, or DepEd offices to ensure proper oversight and legitimacy. Transparency & Accountability: The group must document funds raised and expenditures to maintain trust and avoid allegations of mishandling donations. Balance with Teacher Duties: While it is commendable, Teacher Carla and her co-teachers must ensure that community work does not compromise their primary responsibility of teaching and learner support. 63 Guide for Mentors and Newly Hired Teachers

64. Scenario Issues and concerns Related Provisions in the Magna Carta How should the matter be properly resolved? Scenario 7: Teacher Justine is excited about giving birth to her first baby as a public- school teacher for just over three years in Macalintal National Science High School. She is in the third trimester of her pregnancy and is expecting to give birth in the month of June, which she thought is the perfect time to use her maternity leave and avail its full benefits. However, due to some pregnancy issues, she started to feel labor contractions early May, which is still technically part of the vacation season of the school. A few days after giving birth, Teacher Justine felt uneasy and troubled because she was worried that she won’t be able to avail the full benefits of maternity leave due to the fact that she gave birth during the vacation season. Teacher Justine, a public-school teacher, gave birth during the school vacation period (May) instead of the expected start of classes in June. She is concerned that her maternity leave benefits might not be granted in full since her delivery happened before the official start of the school year. The issue revolves around whether maternity leave applies even if childbirth occurs during the vacation period. Section 15 – Maternity Leave Married female teachers in the teaching service shall be entitled to maternity leave of not less than sixty (60) days with full pay. The law does not specify that this benefit is only applicable during the school year. RA 11210 – Expanded Maternity Leave Act (2019) Grants 105 days of paid maternity leave for live childbirth, regardless of whether it occurs during school days, weekends, or vacation. Teachers, as government employees, are fully covered by this law. Civil Service Commission (CSC) Rules Teachers are considered on leave with pay during maternity leave, and this cannot be offset or invalidated by the vacation period. Clarification of Rights: Teacher Justine should be informed that her maternity leave is a statutory right and remains valid even if her delivery happened during the vacation period. Filing of Leave: She must file her maternity leave request with the school head and the DepEd Division Office following CSC/DepEd procedures to officially avail of the benefit. Benefit Assurance: Her 105-day maternity leave (RA 11210) is separate from her summer vacation, meaning she is still entitled to full benefits with pay. Mentor/Principal Guidance: The school head or mentor should reassure her that the timing of her childbirth does not affect her eligibility for maternity leave benefits. 64 The Teacher Induction Program - Core Course 5

65. Required Task 3: LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master Teacher or an invited external resource persons can conduct the LAC session) see: DO_ s2016_035.pdf (deped.gov.ph) Challenge your understanding of the Magna Carta for Public School Teachers and explain how the following provisions affect your professional duties as a teacher. Choose only 3 provisions that were identified below and discuss it with your mentor or colleagues in a LAC session. Keep the essential question in mind while discussing: Essential question: How does the Magna Carta for Public School Teachers impact my professional duties as a teacher? Provisions in the Magna Carta for Public School Teachers Implications for your professional duties as a teacher Notes from the LAC session 1. Section 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render more than 6 hours of actual classroom teaching per day. Provided, however, that where the exigencies of the service so require, any teacher may be required to render more than 6 hours, but not exceeding 8 hours of actual teaching hours a day. I should manage my time effectively so that lesson planning, checking, and other tasks fit into the official workday. This provision prevents burnout and ensures quality instruction. It reminds me to be ready for situations when the school may require me to extend teaching hours. Colleagues agreed this law safeguards teacher welfare . Mentor clarified that non-teaching tasks are part of the 8-hour workday. 2. Section 10. No Discrimination. There shall be no discrimination (i.e., gender, cultural, religious, disability, etc.) whatsoever in the entrance to the teaching profession, and/or during in exercising its duties or even in the termination of tenure in service. Guides me in time management for teaching and non-teaching tasks. Protects me from burnout and ensures I can still deliver quality instruction . Prepares me for instances when extra teaching hours may be required by the school. Mentor emphasized that tasks beyond classroom teaching are part of the 8-hour workday . Colleagues agreed that this provision promotes work-life balance . Discussion highlighted the need to maximize instructional hours for learner engageme 3. Section 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous authorization both to establish and to join organizations of their choosing, whether local or national to further and defend their interests. Empowers me to join organizations that safeguard teachers’ welfare. Encourages collaboration and collective action in addressing teachers’ needs. Reminds me to participate responsibly, ensuring my involvement still prioritizes learners’ welfare. Mentor highlighted that teacher organizations are partners in policy advocacy. Colleagues noted that membership helps teachers access support, training, and legal assistance . We agreed that responsible participation strengthens teachers’ unity and professional voice. 65 Guide for Mentors and Newly Hired Teachers

66. Provisions in the Magna Carta for Public School Teachers Implications for your professional duties as a teacher Notes from the LAC session Section 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary procedure and shall have: the right to be informed, in writing, of the charges; the right to full access to the evidence in the case; the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time being given to the teacher for the preparation of his defense; and the right to appeal to clearly designated authorities. Reminds me to act professionally and responsibly since accountability is part of being a teacher. Assures me that if issues arise, I have the right to a fair and just process before any disciplinary action is made. Guides me to respect due process not only for myself but also when dealing with conflicts involving learners and colleagues. Encourages me to value integrity and transparency in my work, knowing that protection exists against unjust accusations. Mentor emphasized that due process is a protection, not an excuse to neglect duties. Colleagues shared experiences where teachers faced complaints, and the importance of responding calmly and with evidence. We agreed that teachers should document classroom activities and communications properly as a safeguard in case of complaints. Reflection: fairness and transparency build trust between teachers, administrators, learners, and parents. 5. Section 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be granted in accordance with a schedule set by the Department of Education. During the period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided, further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study leave period shall be counted for seniority and pension purposes. The study leave provision reminds me of my duty to continuously grow as a professional by pursuing graduate studies and research that will improve my teaching. It also teaches me to plan ahead so that learning continuity for my students will not be disrupted. In our LAC session, we noted that study leave is a valuable opportunity for teachers’ career development while still enjoying partial salary benefits. We also agreed that knowing such provisions empowers us to make informed decisions about balancing professional growth and our responsibility to learners. 66 The Teacher Induction Program - Core Course 5

67. Summary 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 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 It is recognized that advancement in education depends on the qualifications and ability of the teaching staff. Education is respected to be an essential factor in the economic growth of the nation as a productive investment of vital importance. 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. 67 Guide for Mentors and Newly Hired Teachers

68. Session 2: The Code of Ethics for Professional Teachers Key Topic 1: Code of Ethics for Professional Teachers The Code of Ethics for Professional Teachers serves as a guide for teachers to exhibit professional disposition in the learning community at all times. It is imperative that you observe and practice this set of ethical and moral principles, standards, and values. In everyday life, you are confronted with the challenges to do the right thing. When you are faced with professional decisions that seem to have ethical implications, there are conditions and provisions of the Code of Ethics that will guide you to determine the best actions. Required Task 1: Scenario Analysis Read the Code of Ethics for Professional Teachers and reflect on your practice as a teacher. Guided by your understanding of the Code of Ethics for Professional Teachers, identify the provisions that can guide you to come up with the best action. Discuss with your mentor and write your answers on the space provided in each number. Scenario 1: Teacher Antonio received a complaint from the father of one of his advisory students regarding the grade of his daughter in English. The father told him that the student struggles in English but she is very persistent to learn. He insisted that his daughter did not deserve to receive a failing mark and demanded a reconsideration. However, Teacher Antonio knows that the student skips classes and seldom goes to her English classes. As a homeroom adviser, what’s the best thing for Teacher Antonio to do following the Code of Ethics for Professional Teachers? Write your answer in 5- 7 sentences in the space provided below. Once done, discuss this topic with your mentor. What did you learn about the discussion with your mentor? Did your perspective change when you discussed the scenario with your mentor? 68 The Teacher Induction Program - Core Course 5 Following the Code of Ethics for Professional Teachers (Article VIII, Section 7) , teachers must base students’ grades solely on academic performance and the quality of their work. Teacher Antonio should explain to the parent clearly and respectfully that the grade given is a fair reflection of the student’s actual performance, attendance, and participation in class. At the same time, he should acknowledge the student’s persistence and assure the parent that her effort will be supported through remedial activities or enrichment programs. Instead of altering the grade unfairly, Teacher Antonio may offer interventions such as tutorials, mentoring, or additional learning tasks to help the student improve. This way, he upholds fairness and integrity in grading while showing concern for the learner’s growth. By doing so, he follows both the ethical principle of justice and his professional duty to guide learners toward improvement. Reflection after Mentor Discussion: From my discussion with my mentor, I learned that handling grading complaints requires patience, transparency, and empathy toward both parents and students. My mentor emphasized that while fairness and honesty in grading must never be compromised, teachers should always look for ways to extend support to struggling learners. This perspective helped me realize that the issue is not about changing grades, but about providing opportunities for improvement. Yes, my perspective changed—I understood more deeply that professional ethics requires balancing accountability with compassion.

69. Key Topic 2: Provisions of the Code of Ethics for Professional Teachers As mandated in the Code of Ethics for Professional Teachers, you have the responsibility to interact positively with parents, community members, and other stakeholders in the school. Communication with parents must be conducted regularly and be kept professional and free from arguments. If you have an issue with parents, community members, or stakeholders, it must be presented during meetings and conferences. As a teacher, you must recognize that education is a public service. Strive to keep the public informed of the programs, projects, and activities of the school. Scenario 2: Teacher Ronnie has been teaching for the last five (5) years in a public elementary school. Every time his principal asked him to attend a training, he would always decline and give several reasons and alibis why he couldn’t attend. What possible actions should be done by the school if he continuously refuses? 69 Guide for Mentors and Newly Hired Teachers According to the Code of Ethics for Professional Teachers (Article IV, Section 2) , teachers are expected to attend seminars, workshops, and training to enhance their teaching competence and uphold professional growth. In Teacher Ronnie’s case, his repeated refusal to attend training shows neglect of his duty to improve himself for the benefit of his learners. The school may first counsel him and remind him of his professional obligation, emphasizing that participation in training is part of continuous development. If he continues to refuse, the principal may formally issue a written directive and include his non-participation in his performance evaluation. As a last resort, administrative action may be taken following DepEd guidelines since refusal to undergo training is a violation of professional responsibility. These steps ensure that teachers remain accountable while also being given opportunities to correct their actions.

70. Scenario 3: Malaban National High School is scheduled to hold its Reading Camp on a Saturday. Teacher Dina, who is enrolled in a Master’s degree program, informed the principal that she could not make it as she needs to take her comprehensive examination. Prior to the school’s Reading Camp, Teacher Dina already expressed her intent to take a leave from the Reading Camp. The principal also knew that she has classes every Saturday. However, due to the work demands of the Reading Camp preparations, she requested Teacher Dina to render her service on that day. The School Head told her that she could help her get permission from the university to take a leave and reschedule her comprehensive examination. Choose the best answer in the scenario below. 70 The Teacher Induction Program - Core Course 5 According to the Code of Ethics for Professional Teachers (Article IV, Section 3 & Article IX, Section 2) , teachers must balance their professional duties with opportunities for professional growth. In this case, Teacher Dina acted responsibly by informing the principal ahead of time about her comprehensive examination, which is a major requirement for her Master’s degree. Since graduate studies are aligned with continuous professional development, the school should recognize her right to pursue higher learning. The principal may find an alternative arrangement, such as reassigning her Reading Camp duties to another teacher, rather than forcing her to miss her exam. The best action is to respect Teacher Dina’s academic commitment while ensuring that the Reading Camp proceeds smoothly through proper delegation and teamwork. This action upholds both the teacher’s right to professional advancement and the school’s responsibility to its programs.

71. Prompt Answer Feedback If you were in the situation of Teacher Dina, what would you do? I will just pronounce my absence during the Reading Camp without having the principal’s permission. I will follow the advice of my principal and request for an excuse letter that I can give to the university. 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. 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. 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. Think of the most plausible solution that could be equally beneficial to both parties. The school principal has the authority to decide which options are best in a particular situation. In the same way, as a proactive teacher, present options that align with your values as educators and find a common ground. (refer to Article VII Section 1 and Section 3 of the Code of Ethics for Professional Teachers) 71 Guide for Mentors and Newly Hired Teachers

72. Prompt Answer Feedback Which of the following provisions in the Code of Ethics for Professional Teachers covers the particular scenario? Sections 1 and 2 of Article VI Sections 1 and 3 of Article VII Preamble Section 6 of Article II b. Sections 1 and 3 of Article VII The scenario falls under Article VII (School Officials, Teachers, and Other Personnel) of the Code of Ethics for Professional Teachers. Section 1 states that teachers should maintain harmonious and professional relations with school officials and recognize their authority. Section 3 emphasizes the importance of proper dialogue and cooperation when conflicts in duties or responsibilities arise. In Teacher Dina’s case, negotiating with the principal about her graduate studies and school duty reflects respect for authority while seeking a win–win solution. This shows professionalism, accountability, and adherence to ethical standards. 72 The Teacher Induction Program - Core Course 5

73. Required Task 1: Case Study Read the following cases with your mentor. Use the Code of Ethics for Professional Teachers as a tool to navigate and solve the problems in the given scenario: Provisions in the Code of Ethics for Professional Teachers Implications for your professional duties as a teacher Notes from the LAC session Scenario 1: Teacher Suzette is a new teacher in Mapayapa High School and was appointed as the Campus Journalism advisor while also handling a Grade 9 advisory class. She always arrives early for her morning classes and leaves school late in the afternoon to finish coaching student- journalists. Her mentors and colleagues always remind her that she should work smartly and avoid staying at school very late. The case of Teacher Suzette highlights the importance of balancing dedication with efficiency. As a teacher, I must manage my time wisely to fulfill both classroom and extra-curricular duties without risking my health or effectiveness. In our LAC session, we agreed that while commitment is admirable, overworking can lead to burnout. We emphasized that teamwork, time management, and seeking support from colleagues are essential to sustain both teacher well-being and quality teaching. Scenario 2: Teacher Arthur is a first- year HUMSS teacher who teaches primarily Grade 12 learners. At the end of the year, several of the seniors invited him to a graduation party including some teachers. His students wanted their teachers to join the party to celebrate the graduation of their batch. The Faculty Coordinator called a meeting to discuss the graduation ceremony. Majority of the faculty decided not to go but your students are pleading for you to come. The scenario of Teacher Arthur reminds me that while it is important to build good relationships with students, professional boundaries must always be maintained. As a teacher, I must act in accordance with the Code of Ethics , ensuring that my interactions with learners remain professional even outside the classroom. In our LAC session, we agreed that teachers should respectfully decline invitations that may blur teacher-student boundaries. We emphasized that celebrating achievements can still be done in school-sanctioned activities, ensuring both professionalism and the nurturing of positive teacher-student relationships. Scenario 3: Teacher Larry is a Grade 10 Science teacher. He had been struggling financially since her wife’s deposition from work. The parents of one of his students asked Teacher Larry to tutor their daughter since they found out that she failed her periodical exam. However, the School Head stressed that teachers should not offer tutoring services to their learners for remuneration. The case of Teacher Larry reminds me that as a teacher, I must uphold integrity and fairness in dealing with my students. The Code of Ethics for Professional Teachers prohibits giving private paid tutorials to one’s own learners, as it may compromise objectivity and professional responsibility. In our LAC session, we agreed that teachers should seek alternative ways to support struggling students, such as offering remedial classes within school hours or coordinating with parents for additional academic support. We also emphasized that while financial struggles are real, professional ethics must guide our decisions to protect both learners and teachers from conflicts of interest. 73 Guide for Mentors and Newly Hired Teachers

74. Provisions in the Code of Ethics for Professional Teachers Implications for your professional duties as a teacher Notes from the LAC session Scenario 4: Teacher Eli, a 55-year- old Grade 11 English teacher had been struggling with her finances for the previous months since she had applied for a loan which she used for her health maintenance and the renovations of their house. Finding herself in the difficult situation, she had an idea of doing buy-and- sell to her neighbors, but it did not suffice so she searched for other opportunities and she identified her learners as one of her markets. Every 15 minutes before the end of class, she would bring out her rummage of items that she sells to learners and would tell them that if they do not buy at least 2 items, she will not give them a passing mark. And so, the learners buy her items until one day, she has been reported by one of the learners to the principal’s office and was called up for interrogation. The case of Teacher Eli highlights the importance of upholding honesty, fairness, and integrity in teaching. According to the Code of Ethics for Professional Teachers , it is unethical to use learners for personal gain or to threaten them with academic consequences in exchange for money. As a teacher, I must separate my personal financial struggles from my professional responsibilities and always act in the best interest of my students. In our LAC session, we agreed that teachers must avoid situations where learners are exploited or pressured for financial reasons. We emphasized that professionalism means protecting the welfare of students at all times and seeking appropriate financial support systems outside the classroom rather than compromising ethical standards. Scenario 5: Raya was a slow learner in almost all of the subject areas, especially Mathematics. While discussing linear equations, her teacher called her up to answer one of the equations. She went close to the board trying her hardest to answer the calculations, but was not able to write the correct answer. When she presented her equation to her teacher, she saw her classmates laugh. She felt very embarrassed. The case of Raya reminds me that I must always protect the dignity of every learner, especially those who struggle academically. Guided by the Code of Ethics for Professional Teachers , I should foster an environment of respect, encouragement, and inclusivity, making sure no child feels humiliated in class. As a teacher, I must use positive reinforcement and provide additional support to help struggling students build confidence in learning. In our LAC session, we agreed that teachers should be sensitive to the feelings of learners and handle mistakes as opportunities for growth. We emphasized that part of professionalism is ensuring that classrooms remain safe spaces for learning where students are respected, motivated, and given equal opportunities to succeed. 74 The Teacher Induction Program - Core Course 5

75. Required Task: Pledge of Commitment (Portfolio Output) MY PLEDGE OF COMMITMENT I, MA. MORDELYN A. DAGO-OC , of PANABO CITY NATIONAL HIGH SCHOOL having been appointed to the position of TEACHER II . DO 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. Required Task 2: Answer the following questions Now that you are done reading and analyzing the different provisions and articles specified in the Code of Ethics for Professional Teachers, please share your insights focusing on the learning that you gained from this session and at the same time, other information that you think is necessary to understand the Code of Ethics. Discuss with your mentor. 75 Guide for Mentors and Newly Hired Teachers

76. What are your significant learnings? How will these learnings be of help to you as a teacher? My significant learning from this session is that the Code of Ethics for Professional Teachers serves as a clear guide in maintaining professionalism, integrity, and fairness in all aspects of teaching. I realized that the Code not only outlines my responsibilities toward learners, colleagues, parents, and the community, but also protects my rights as a teacher. It reminded me that teaching is not just about instruction, but also about modeling ethical conduct and upholding public trust. These learnings will guide me in making sound decisions when faced with professional and ethical dilemmas. By following the Code, I can maintain harmonious relationships with students, parents, colleagues, and school officials. It will also help me establish credibility, accountability, and respect inside and outside the classroom, making me more effective as a teacher and a role model. 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? I would like to know more about the specific sanctions or consequences when a teacher violates provisions of the Code of Ethics. This will help me better understand the accountability that comes with my role and allow me to reflect more deeply on the importance of consistently observing ethical standards. Additionally, I want to learn how the Code of Ethics is implemented in actual cases, so I can be more aware of real-life applications and avoid possible pitfalls in my professional practice. These learnings will help me make ethical and professional decisions in my daily teaching practice. By following the Code of Ethics, I can maintain fairness, integrity, and respect in my interactions with students, parents, colleagues, and school officials. It will also guide me in handling dilemmas appropriately while serving as a positive role model for my learners. Ultimately, these principles wiSll help me build credibility and trust within the school community. 76 The Teacher Induction Program - Core Course 5

77. 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. 22/26 Additional reminder: Compile your portfolio output/s and make sure that your mentor has checked your coursebook. 77 Guide for Mentors and Newly Hired Teachers

78. 78 The Teacher Induction Program - Core Course 5

79. 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 Ms. Ana- Sol Reyes Senior Education Program Specialist, TEC Secretariat Senior Education Program Specialist, NEAP- PDD Mr. Jayson Peñafiel Mr. Jerson Capuyan Education Program Specialist, TEC Secretariat Education Program Specialist II, NEAP- PDD

80. Acknowledgments Philippine National Research Center for Teacher Quality Dir. Gina O. Gonong Dr. Levi E. Elipane Senior Program Manager II Ma. Izella D. Lampos Project Officer Jeanny S. Burce 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

81. Validators Ricky Agbay Ma. Agie Amar Jonathan Baniaga Ms. Noemi Baysa Alma Belarmino Rageene Vera Dueñas Nerio Benito Eseo Zenylou Frias Clarivil S. Layug Carlos B. Llamas III Jeanrick Deuna Nuñez Maribel Perez Beverlyn Ramirez Frankie Delos Santos Marie Eugenie Soriano Marina Tagsip Ma. Sonia A. Tomalabcad Reggie Tuazon Gladys Uy Maria Lourie Victor Support Team Ruth Mae Ellorin Layout Artist Aris L. Solis Layout Artist Roy Benson NEAP ICT Technical Support Pilot Testing Participants Region IV-A Division of Cavite Division of Quezon Division of Batangas Region VI Division of Iloilo Division of Negros Occidental Division of Antique Region VII Division of Bohol Division of Cebu Division of Negros Oriental 81 Guide for Mentors and Newly Hired Teachers