Professional Documents
Culture Documents
Answer: B
Q: The following are the characteristics of an effective Principal except for one?
Answer: C
The Leadership traits, problem-solving and decision making skills, social skills and
professional knowledge and competencies.
a. 1 & 2 only
b. 1 & 3 only
c. 1,2,3 only
d. 1,2,3,4
Answer : D
Q: The school heads shall have authority, accountability and responsibility for
the following except for one?
Answer : B
Q: School Based Management Fund may come from different sources except for
one?
a. PTCA, NGO’s
b. Local Government Unit
c. Revolutionary tax
d. MOOE, etc.
Answer : C
Fund - School Based Management Fund coming from different sources such as
PTCA, LGU, DepEd MOOE, NGO’s etc.
1.__________________
a. Love
b. Learner-centered
c. Competence and values
d. Potentials and contribute
2.__________________
a. Love
b. Learner-centered
c. Competence and values
d. Potentials and contribute
3.__________________
a. Love
b. Learner-centered
c. Competence and values
d. Potentials and contribute
4.____________________
a. Love
b. Learner-centered
c. Competence and values
d. Potentials and contribute
5. ___________________
a. mission
b. Learner-centered
c. Competence and values
d. Potentials and contribute
Answer :
1. A love
2. C competence and values
3. D potential and contribute
4. B learner-centered
5. A mission
Q: DEPED VISION
Q: DepED MISSION
1. _______________________
a. quality, equitable
b. facilitate learning
c. supportive environment
d. life-long learners
2. _______________________
a. gender sensitive
b. facilitate learning
c. supportive environment
d. lifelong learner
3. _______________________
a. Facilitate learning
b. Quality, equitable
c. Supportive environment
d. Lifelong learners
4. _______________________
a. Supportive environment
b. Gender sensitive
c. Facilitate learning
d. Share responsibility
5. _______________________
a. Lifelong learners
b. Quality , equitable
c. Gender sensitive
d. Supportive environment
Answer :
1. A. quality, equitable
2. A. gender-sensitive
3. A. facilitate learning
4. A. supportive environment
5. A. life-long learners
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-
based and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating
environment
Teachers facilitate learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
a. individual level
b. school level
c. cluster/district /division/region level
d. national level
Answer: D
Answer : A
Q: This Rate reflects the general level of access to primary education. It also
indicates the capacity of the education system to provide access to grade 1 for
the official school-entrance age population.
Answer : C
Answer : D
a. Transition Rate
b. Simple Dropout Rate Programs
c. Apparent/Gross Intake Rate
d. Gross Enrolment Ratio
Answer : B
Q: The indicator assesses the extent by which pupils are able to move to the
next higher level of education (i.e. primary to intermediate and elementary to
secondary).
a. Transition Rate
b. Simple Dropout Rate Programs
c. Apparent/Gross Intake Rate
d. Gross Enrolment Ratio
Answer : A
Transition Rate
The indicator assesses the extent by which pupils are able to move to the next
higher level of education (i.e. primary to intermediate and elementary to
secondary). Care should be exercised in using this indicator at the level of the
Division, Municipal and Legislative Districts where migration can increase or
reduce the results of the indicator. It is not calculated at the school level for this
reason.
a. Transition Rate
b. Simple Dropout Rate Programs
c. Completion Rate
d. Gross Enrolment Ratio
Answer : C
Completion Rate
The Completion Rate measures the percentage of grade/year 1 entrants who
graduate in elementary/secondary education. It is available only up to the
division level and above. Data for grade/year 1 are based on the predecessor
of BEIS, the Unified Data Gathering System (UDGS), which did not have any
validation procedures and did not monitor the completeness of the data
submitted.
a. Retention Rate
b. Simple Dropout Rate Programs
c. Completion Rate
d. Gross Enrolment Ratio
Answer : A
Retention Rate
The Retention Rate determines the degree of pupils/students in a particular
school year who continue to be in school in the succeeding year. This indicator
is also vulnerable to migration and is not advisable to compute at the school
level.
Answer: C
School Daily Operations
a. Induction program
b. Orientation Program
c. Career Orientation
d. GAD training program
Answer: A
a. Induction program
b. Orientation Program
c. Career Orientation
d. GAD training program
Answer : B
Q: It is a program designed to inform the employees about the new policies and
programs and their new duties and responsibilities.
Rewards based on Performance
a. Induction program
b. Orientation Program
c. Career Orientation
d. Reorientation program
Answer: D
Incentive Awards
1. Performance Incentive
2. Length of Service Incentive
3. Productivity Incentive
4. Most Courteous Employee Award
5. Retirement Award
6. Year End B onus/Thirteenth Month Bonus/Mid Year Bonus + Cash Gift
School Learning Management Program
“Understanding the Management Process” is the first step towards effective
management for school heads
PHASE 1: PLANNING
- Situation Analysis
- Goal Determination
PHASE 2: Programming
- Formulation and prioritization of development programs to operationalize the
SIP and AIP
- Specify the implementation schedule, target clientele, location and funding
requirements and sources.
PHASE 3: Budgeting
- Financing of prioritized school programs
• Sources of Funds
- Deped Budget
- SEF (Special Education fund) of the Local Government Unit
- 20% of the Social Development Fund from the barangay
- School Canteen Operations
- Other School income-generating projects
- Donations and contributions in cash or kind
- Financial Assistance from foreign countries.
PHASE 4: Implementation
The implementation and execution of the projects based on the SIP/AIP. It is also
the utilization of the resources and budget allocated for the program.
PHASE 5: Monitoring
The collection of data based on the targets set in the SIP/AIP and the school
actual performance.
PHASE 6: Evaluation
Involves Identification and measurement of the whole teaching and learning
output of the school’s program and projects against its stated goals and targets.
PHASE 7: Reporting
Year-end reporting of the targets accomplished based on the AIP. It includes
the strength, weaknesses and achievement of the school.
Mission-Vision
The RA 9155 otherwise known as the Basic Education Act of 2001 enumerates
the various functions of school head. One of these is the “setting of mission,
vision, goals and objectives of the school”.
In planning, there should be a clear statement of the vision and the mission.
Facilitating the School Improvement Plan:
There are seven milestones in the implementation of the School Based
Management through the SIP and AIP. These are
Stakeholders includes
Internal – school head, teachers, PTCA, students
External – LGU, community leaders, retirees, alumni
2. Fund - School Based Management Fund coming from different sources such
as PTCA, LGU, DepEd MOOE, NGO’s etc..
3. Implementation of Plan – full participation of stakeholders are encouraged.
4. Management of Fund
5. Monitor and Evaluate the Plan
6. Show The results based on Performance Indicator (Completion Rate,
Participation Rate, Drop-out Rate, Achievement Rate etc..)
6. Reporting to the Stakeholders
Section 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as
follows:
(3) For teachers in the secondary grades, a bachelor's degree in education or its
equivalent with a major and minor, or a bachelor degree in arts and sciences
with at least eighteen (18) units in professional education; and
Upon approval of the application and payment of the prescribed fees, the
certificate of registration and professional license as a professional teacher shall
be issued without examination as acquired in this Act to a qualified applicant,
who is:
(b) A registered professional teacher with the National Board for Teachers under
the Department of Education, Culture and Sports (DECS) pursuant to Presidential
Decree No. 1006.
Professional teachers who have not practiced their profession for the past five
(5) years shall take at least twelve (12) units of education courses, consisting of a
least six (6) units of pedagogy and six (6) units of context courses or the
equivalent training and number 1 hours to be chosen from a list of courses to be
provided by the Board and the Department of Education, before they can be
allowed to practice their profession in the country.
Those who have failed the licensure examination for professional teachers, with
a rating of not lower than five percentage points from the passing general
average rating, shall be eligible as para-teachers upon issuance by the Board of
a two-year special permit, renewable for a non-extendible period of two (2)
years The para-teachers shall be assigned to areas where there is a shortage or
absence of a professional teacher, as identified and provided by the
Department of Education and the Autonomous Region for Muslim Mindanao
(ARMM) education department to the Board for professional teachers and to
the Commission. The special permit shall indicate the area of assignment of the
para-teacher.
A special permit may also be issued by the Board to a person who has excelled
and gained international recognition and is a widely acknowledged expert in
his or her respective field of specialization."
"Sec. 31. Transitory Provision. – Special permits, with a validity of three (3) and five
(5) years. issued to para-teachers by the Board for Professional Teachers before
the effectivity of this Act shall be allowed to expire based on the period granted
therein: Provided, That only special permits with a validity of three (3) years
maybe renewed upon expiration for a non-extendible period of two (2) years."
Section 5. Separability Clause. - If, for any reason, any section or provision of this
Act or the application of such section in provision to any person in circumstance
is declared unconstitutional or invalid, no other section or provision of this Act
shall be affected thereby.
These HOTS is the demonstration of the learners critical thinking ability, and to go
beyond the four walls of the classroom by applying their learning into the 7
domains Identified by the Department of Education (DepEd).
In the traditional way of teaching, the learners are only developing the lower
part of the Domain of Learning, which are identified as LOTS (lower order
thinking skills). This is the memorization intensive class, where the learners are
forced to memorize a long list of items, in order to be able to answer in the
Objective Type quizzes and Exams.
Example: Using the LOTS, students would simply answer the question, “Who is the
first astronaut?”,and then a selection of a,b,c,d from which the students will
choose from. These is the Mechanical type of learning, where students would
simply do the same thing (memorize) and be able to answer the same type of
exam or questioning method in a heartbeat without even knowing the deeper
part of it or can’t even explain the answer.
However, in the HOTS intensive teaching, the students would answer the types of
questions like, “What are the contribution of the Space Program to our present
generation?” or “Compare and Contrast the knowledge and understanding of
humans before the space age and during the space age?”
These types of questions, enables the learners to think critically and explain
his/her answer and to demonstrate actively in a manner that their
understanding will show the deep knowledge they have learned in the
classroom.
With all these in mind, the Department of Education realized (at last!) that a
Paradigm shift is needed in order to change the system from the traditional ways
into the so called 21st century globally standard teacher.
Education experts around the country, including my Mentor and Dean of the
College of Education, Dr. June P. Salana, worked tirelessly together with
numerous experts nationwide in order to identify the salient points or domains
needed in line with the vision of transforming the Filipino Teacher into a globally
competitive one.
The latest trend is to Empower the teachers, the front-liners in education, the
deliverers of knowledge,and facilitators of learning in the process of developing
a curriculum, that would reflect the Competencies, teachers and students alike
should possess and reflective of the Social Dimension of education. That learning
should not be limited to Fraction or Poem writing but rather adopting it to the
real life applications and experiences that the learner may or has experienced.
It is very important to note that this is not a Jesli Lapus, Pet project that may or
may not go with him after he lives the office, but a result of the societal change,
a reflection of what is happening in the society and adopting our curriculum
into the 21st century globally competent education.
The SRFL domain focuses on the ideal that teachers serve as positive and
powerful role models of the value in the pursuit of different efforts to learn. The
teacher’s action, statements, and different types of social interactions with
students exemplify this ideal.
The DOL domain emphasizes the ideal that teachers can facilitate the learning
process even with diverse learners, by recognizing and respecting individual
differences and by using knowledge about their differences to design diverse
sets of learning activities to ensure that all learners can attain the desired
learning goals.
The LC domain refers to the ideal that classroom activities are meaningfully
linked to the experiences and aspirations of the learners in their homes and
communities. Thus, this domain focuses on teachers’ efforts directed at
strengthening the links between schools and communities to help in the
attainment of the curricular goals.
The PGPD domain emphasizes the ideal that teachers value having a high
personal regard for the teaching profession, concern for professional
development, and continuous improvement as teachers.
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836,
otherwise known as the Philippine Teachers Professionalization Act of 1994 and
paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and reputation
with high moral values as well as technical and professional competence in the
practice of their noble profession, and they strictly adhere to, observe, and
practice this set of ethical and moral principles, standards, and values.
Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full
realization, the provision of this Code shall apply, therefore, to all teachers in
schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary, and secondary
levels whether academic, vocational, special, technical, or non-formal. The
term “teacher” shall include industrial arts or vocational teachers and all other
persons performing supervisory and /or administrative functions in all school at
the aforesaid levels, whether on full time or part-time basis.
Section 1. The schools are the nurseries of the future citizens of the state; each
teacher is a trustee of the cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage as well as to elevate
national morality, promote national pride, cultivate love of country, instill
allegiance to the constitution and for all duly constituted authorities, and
promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the
declared policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not, directly or indirectly, solicit, require,
collect, or receive any money or service or other valuable material from any
person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional
rights and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege
of expounding the product of his researches and investigations; provided that, if
the results are inimical to the declared policies of the State, they shall be
brought to the proper authorities for appropriate remedial action.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from
Section 4. Every teacher shall live for and with the community and shall,
therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school’s work and accomplishments as well as its needs and
problems.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the
people, individually or collectively.
Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and
shall be at his best at all times and in the practice of his profession.
Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that
makes it dignified means for earning a descent living.
Section 1. Teachers shall, at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the
common good, and full cooperation with colleagues. When the best interest of
the learners, the school, or the profession is at stake in any controversy, teachers
shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own, and
shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever
assumes the position such records and other data as are necessary to carry on
the work.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating the right of the
individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified;
provided that he respects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given the
opportunity to be considered.
Section 1. Every teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of personal feeling or private opinion and shall faithfully
carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when special
conditions are advocated but are opposed by immediate superiors, in which
case, the teacher shall appeal directly to the appropriate higher authority.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and
needed in the interest of the service.
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important
changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of
all teachers under them such as recommending them for promotion, giving
them due recognition for meritorious performance, and allowing them to
participate in conferences in training programs.
Section 5. School authorities concern shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and private
school teachers are issued contracts specifying the terms and conditions of their
work; provided that they are given, if qualified, subsequent permanent tenure,
in accordance with existing laws.
Section 1. A teacher has a right and duty to determine the academic marks
and the promotions of learners in the subject or grades he handles, provided
that such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concern, and shall deal justifiably and impartially with each
of them.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if
undeserved.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.
Section 1. Every teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and
tact in pointing out the learner’s deficiencies and in seeking parent’s
cooperation for the proper guidance and improvement of the learners.
Section 1. A teacher is, above all, a human being endowed with life for which it
is the highest obligation to live with dignity at all times whether in school, in the
home, or elsewhere.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny and of the destinies of men and nations.
Section 1. Any violation of any provision of this code shall be sufficient ground for
the imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional
Teacher, suspension from the practice of teaching profession, or reprimand or
cancellation of his temporary/special permit under causes specified in Sec. 23,
Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and
Regulations Implementing R.A. 7836.
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication in the
Official Gazette or any newspaper of general circulation, whichever is earlier.
June 21, 2015 will be the schedule stated in the DepEd Memorandum No. 18 s.
of 2015
The following are eligible to take the test
Current Issues/Topics:
1. Senior High School
2. School Based Management
3. DepEd Rationalization Plan
4. RPMS
5. PBB (Performance-Based Bonus
Review the following: (Updated)
1. DECS Manual (very important to have a copy of this)
2. RA 9155 - "Governance of Basic Education Act of 2001"
3. RA 4670 - "Magna Carta for Public School Teachers"
4. EFA - Education for All
5. BESRA - Basic Education Sector Reform Agenda
6. EMIS/BEIS - Basic Education Information System
7. K to 12
8. Writing Correspondence
9. NCBTS-IPPD
10. Code of Ethics for Professional Teachers