DCC Teacher Education Program Overview

DAVAO CENTRAL COLLEGE
Juan dela Cruz St.Toril, Davao City (Tel.No. 291-1882)
OVER-ALL PERFORMANCE SUMMARY
STUDENT TEACHING
Semester ____________, SY____________
Name of Student Teacher: Marice C. Anuta

Name of Cooperating School: J.V. Ferriols National High School
Cooperating Teacher(s): Mr. Shan Mar S. Ybañez
Mrs. Analou M. Dejardo
Assessment Task Performance Equivalent Percentage My score

Mean Rating
Daily attendance 15%
Approved and Taught 5%
Lesson Plans
Daily Actual Teaching 25%
Final Student Demonstration 25%
Teaching
Personal Reflective Journals 15%
Non-Teaching Performance 10%
Student Teaching Portfolio 20%
Total 100%
Final Grade (Point Grade) _____________________
Remarks_________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________________________________________
Juanita G. Robles,MAEd.
Practicum Supervisor
Signature over Printed Name
My Teaching Philosophy
Way back when I was still in kindergarten, my teacher once asked me

about what do I want to become in the future. Knowing that I was just so young
back then, it made me confused. In the end, I answered that I want to be a
teacher without realizing if it’s even the course that I would want to take up in
college. Until many years have passed and now that I am already a step closer
towards achieving my degree in Education, I came to realize a lot of things and it
certainly changed my perspectives in teaching.
Furthermore, as I go along with my practice teaching, I came to a
conclusion that Teaching is not merely a battle of intellectuality and
professionalism. Throughout the years, I came to realize that in order to become
an effective teacher, one should definitely love his/her job wholeheartedly.
Meanwhile, this course aims to provide knowledge, learning and understanding
regarding the actual situation there the teacher faces a great responsibility of
instilling the vital information to her students at the same time facilitating them to
do the right thing with the essence of love, trust, patience and moral attributes.
Personally, I salute all the teachers because it’s definitely a sacrifice to
teach everything that you know, be a model of faith, integrity, justice and all the
personification of a good and responsible educator. I can honestly admit that I
myself has a difficulty in controlling my temper but I am trying my best to prolong
my patience in dealing people. Now that I am an aspiring teacher, I pray to God
that I can survive all the challenges in teaching. At this moment, I am striving to
widen my knowledge in my major which is English.
Moreover, it has always been my goal to collect books because as a
future teacher, reading books should be our “bread and butter” to pursue our
profession.
To end this, it is my belief that there is no shortcut to success in whatever
career you may choose to take in the future. The challenges will always be there
no matter how we avoid it.
It will continuously hunt us until we choose to overcome it and eradicate

our fear to experience failure. At the end of the day, life will only leave us with
two options, either to go on and pursue our goals or to surrender. I hope that we
will choose the former because it’s really sad to be living a life that is full of
regrets.
Lastly, Teaching I believe is the most complex and demanding profession
of all because the future of the next generation lies in our hands. It seems to be a
tremendous responsibility but it’s the reality of teaching. If you are someone who
is afraid to commit and dedicate himself for this lifelong vocation, then maybe it’s
time for you to contemplate things out and decide if this is meant for you or not.
Moreover, in teaching, we should imagine ourselves raising a new born baby; a
baby that immensely needs our delicate attention and love.
Acknowledgement and Dedication
In the making of this portfolio, I would like to acknowledge several

individuals for taking part in the completion of this final requirement in college.
First of all, I’d like to thank our Almighty God for being with me in this
wonderful journey and for the wisdom, enlightenment and the strength that He
has given me all throughout the years. Truly, God is faithful in every way.
Secondly, I would like to appreciate the unwavering support of my beloved

family. I thank them for bestowing me the inspiration to go on and overcome
every hurdle in life.
Lastly, I’d like to express my heartfelt gratitude to my Practicum

Supervisor, Ma’am Juanita G. Robles for guiding us towards our facing our roles
as Student Teachers. To my Cooperating Teachers, Sir Shan Mar Ybañez and
Ma’am Analou Dejardo, I am so grateful for all your support.
I was able to finish this portfolio through your help and words can’t fully
express how thankful I am.
Marice C. Anuta
TABLE OF CONTENTS
I- COVER PAGE
a. Certification and Clearance
b. Over-all Performance Scale
c. Signed Daily Time Record
d. Curriculum Vitae/Resume
e. My Teaching Philosophy
f. Acknowledgement and Dedication
g. Table of Contents
II. THE TEACHER EDUCATION INSTITUTION

a. History of Davao Central College
b. Vision-Mission Statement
c. Teacher Education Objectives (BSED/BEED)
d. The School’s Organizational Chart
e. Pictures of the School=Physical Plant and Facilities
III. THE COOPERATING SCHOOL

a. Background of the Cooperating School
b. School’s Vision-Mission/ Objectives
c. The School’s Organizational Chart
d. Pictures of the School including the Physical Plant and Facilities
IV.REFLECTIVE JOURNALS
Journal 1: Planning and Implementation of Learning Programs
Journal 2: Using Instructional Materials
Journal 3: Actual Teaching
Journal 4: Test Preparation
Journal 5: Checking, Marking and Interpreting Test Results
Journal 6: Self-Evaluation
V. PERFORMANCE RATING SHEETS
a. Checked, Approved and Taught Lesson Plans (attach lesson plan that
worked well, and a lesson plan that did not work so well).
b. Daily Actual Teaching Performance Sheets
c. Non-Teaching Performance Rating Scale Sheet
VI. SCHOOL OFFICIAL FORMS
a. Form 1 – School Register
b. Form 137 – Student’s Permanent Record
c. Form 138 – Student’s Report Card
d. Form 5 – Report on Promotion
e. Teacher’s Class Record
VII. APPENDICES
a. Philosophical Aims of Education
b. The Nature of Educational Aims
c. Aims of Secondary/Elementary Education
d. Code of Ethics for Professional Teachers
e. Republic Act 4670: Magna Carta for Public School Teachers
f. Dep Order 40, s.2012 aka Dep Ed Child Protection Policy
g. Anti-Bullying
h. Anti-Drug
i. Samples of Learners’ Quizzes and Works (varied and best samples only)
j. Letters and Notes from the Students/Learners
k. Pictures and Moments to Remember
l. Sample Application Letter
m. Certificates of Attendance to related SWs, Symposia and/or Trainings
Attended
THE TEACHER
EDUCATION
INSTITUTION
HISTORY OF DAVAO CENTRAL COLLEGE
Davao Central College, formerly known as Davao Central Institute was

founded in 1948 by a group of UCCP Christians led by Salustiano Advincula. It
was the first high school established in Toril.
It is a non-sectarian school that caters to all students and pupils from all
walks of life. It adopted the motto, “LIVE, LOVE, LIGHT” with Jesus Christ as the
inspiring model for living.
The existence of DCC was greatly challenged by two separate fires that
completely razed the school in 1959 and 1991. The other members of the
corporation gave up on it after the first fire. But Mr. Advincula had the courage
and vision to go on. Since then, DCC never ceased from continuing on with its
mission.
The opening of the college programs in 1973 marked the first milestone of
the school’s serious effort in catering not only to the needs of the community for
basic education but also for higher education as it welcomed its first college
students in the Bachelor of Arts program, the school’s first course offering.
Today, DCC has a complete Basic Education Program (Grade School and
High School), Sunday High School, Regular College Programs, namely, AB,
BSEd, BEEd, BSBA, BSHRM, BSCrim, BSIT, BSAT, Techical-Vocational
courses.
In 2006, it was granted LEVEL 1 Accredited Status by the Association of

Christian Schools, Colleges and Universities – Accrediting Agency, Incorporated
(ACSCU – AAI) for the Elementary and High School programs and the College of
Education programs. The ACSCU – AAI has granted DCC a Level II Re-
accredited Status for the three programs a year after. Another feather in the cap
has been achieved by DCC as its BSBA program was granted Level I
accreditation in April 2012.
In 2015, the Basic Education Department got its Level III Accredited
Status, Level II Reaccredited Status for CELA and BSBA Programs and
Candidate Status for BSHRM and BS Criminology programs.
To date, the whole institution is continuously working to keep pace with

the demands and challenges of the changing times as it commits and
empowered individuals imbued with Christian ideal for service. It continues to
add more competent faculty and staff and offer appropriate and relevant
programs up to the tertiary level of education.
VISION
 Empowered individuals imbued with Christian ideals for service.
MISSION
We commit ourselves to:
 Provide integral formation of persons

 Develop God-loving and community service-oriented individuals
 Promote competence through quality instruction and research for nation
building
GOALS AND OBJECTIVES
To achieve its mission, DCC Inc., aims to:
 Strengthen the total development of persons

 Develop a self-sustained community
 Cultivate the value of patriotism
 Promote a global standard of education
 Intensity faculty and staff development program
 Establish a strong research culture
 Upgrade physical plant and facilities
CORE VALUES
 Discipline
 Competence
 Compassion
 Integrity
OBJECTIVES OF THE TEACHER EDUCATION PROGRAM
1. Prepare students to face international competition by adapting and

utilizing appropriate ICT and other innovations;
2. Provide access to quality and relevant education through dynamic,
democratic and interactive channels of evaluation;
3. Design diverse sets of learning activities by recognizing and respecting
individual differences toensure that all students can attain desired learning
goals;
4. Equip students with pedagogical knowledge and necessary skills for
critical thinking with results that are manifested in high performance levels
in terms of student learning outcomes;
5. Produce socially aware graduates imbued with values reflective of a
humanist orientation, analytical and problem solving skills, ability to think
through the ethical and social implications of a given course of action and
competency to learn throughout life, that will enable them to live with
meaning in a complex and rapidly changing globalized world;
6. Support research required for technological innovations, economic growth
and global competitiveness and for crafting the country’s strategic
directions and policies;
7. Help improve the quality of human life of Filipinos, respond effectively to
changing societal needs and conditions through community extension
service programs.
PROGRAM OBJECTIVES OF THE BACHELOR OF SCIENCE

IN SECONDARY EDUCATION
BSED aims to develop secondary school teachers who can ably teach in
at least one of the different learning areas in the high school.
1. Enhance curricular offerings to make it responsive to the basic knowledge

and skills needed by practicing professional teachers;
2. Provide education students the necessary skills anchored on the
competency-based education;
3. Equip graduates with a wide range of theoretical and methodological skills
to mold their future learners for honest and gainful work;
4. Train competent graduates in the field of pedagogy, research and
community service;
5. Imbibe in the students the sense of moral values and high ethical
standards of principled leaders;
6. Establish linkages and networking through research, educational
technology and community extension services;
7. Cultivate a sense of commitment among students to be catalysts in the
upliftment of the socio-economic well-being of the community in which
they live in.
ORGANIZATIONAL CHART
SCHOOL BUILDINGS AND FACILITIES

THE
COOPERATING
SCHOOL
BRIEF HISTORY
The school started its operation S.Y. 1999-2000 by the virtue of Barangay
Resolution initiated by the former Barangay Captain Gervacio F. Bajenting Jr.
The initial enrolment was one hundred fifty (150) first year students with four (4)
volunteer teachers. As an annex, it received very little support from the mother
school usually only office supplies. The second year was offered the following
year with a corresponding 52% increase in enrolment. Through the help of the
PTCA and the local government unit, the school was able to acquire a two-
classroom building, from the Filipino-Chinese Chamber of Commerce and
Industry. The third year level was opened during the S.Y. 2002-2003. Since the
mother school could not give it a national item, the school only catered to two
sections for both first and second year and one section in third year. In July 2002,
the Officer-in-Charge was assigned to the school which by now has seven
teachers. Three of which are nationally funded while the four are still receiving
their salaries from the city government.
The school site is a part of the 15,000sq, m land donated by the family of
the late Jose V. Ferriols to the city government which was then headed by the
late Mayor Elias B. Lopez. On January 2003, a two-storey building was
constructed which houses the administration office and the library. The school
also has a two-bowl restroom and complemented with another two-bowl restroom
built by the PTCA. Classes are conducted on eight makeshift rooms constructed
by the parents and the LGU’s in 2000.
VISION
J.V. Ferriols High School, an annex of Doña Carmen Denia National High
School, is an institution where good partnership of parents, teachers and the
community exist with total commitment for quality education and livelihood skills.
MISSION
J.V. Ferriols High School, an annex of Doña Carmen Denia National High
School, is committed to the total development of the students who are God-
centered, people-centered, values-oriented, globally competitive and responsible
and empowered leaders in the school, the community and the country.
CORE-VALUES
Maka-Diyos
Maka-Tao
Makakalikasan
Makabansa
J.V.F.N.H.S. ORGANIZATIONAL CHART

J.V.F.N.H.S. SCHOOL BUILDING AND FACILITIES
School Library
Housekeeping Room
Computer Laboratory
ADMIN OFFICE
ZZSCHOOL CANTEEN, BULLETIN BOARD AND KIOSKS

SCHOOL BUILDING
REFLECTIVE
JOURNALS
Journal 1: Planning and Implementation of Learning Programs
In creating my lesson plans, the first thing that needs to be considered is

the subject matter. Since all of the public schools here in the Philippines are
mandated to follow the Curriculum Guide set by the Department of Education, it
is immensely substantial that we, as teachers should follow these guidelines in
order for us to conform and meet the highest standard of education. Although I
must say that the Curriculum Guide is somehow idealistic in terms of learning
outcomes, still we must do every possible strategy to implement it in the
classroom. Meanwhile, after finding the most appropriate topic in the CG, my
next step is to formulate the Objectives of the lesson. This part is definitely
crucial because once I create my objectives of the lesson; I should primarily take
into account the level of my students in English and their capabilities in
understanding my planned topic. I will then start to recall my previous lessons
and the strategies that I have implemented inside a particular classroom.
Furthermore, being in the teaching field for more than 2 months, I came to
witness the truth about student’s uniqueness in all aspect of learning. That is why
most of my learning objectives in making my lesson plans are highly filled with
differentiated activities to ensure that I meet the different needs of my students.
Also, it is vital for students to be aware of the objectives so that they will know
what to expect in your lesson. The next thing that I do in the planning and
implementation of lesson plans is the set of learning activities that will suit to the
subject matter. What I do most of the time is to look for activities that are
extremely interactive because as we all know; the English Subject is kind of
boring if the teacher won’t pair it with an activity. So when I plan my lesson, I
always consult some reliable website that can be found in the internet and apply
meaningful activities that I think will best fit my lesson. The key-point there is we
must be able to bridge the gap among our learners and make them connect with
our lessons. I commonly use puzzles, work sheets, games and other fun and
exciting activities so that they will find my subject enjoyable while learning in the
process.
Moreover, one thing that I’ve learned while I’m having my Pre-Service
Teaching is the “Art of Questioning” and it is part of the Abstraction. The moment
I deliver and discuss my topic in class, I honestly can’t distinguish if my students
have actually understood my lesson or not. It is when I start throwing questions
at them.
One important thing to remember in formulating questions or even follow-

up questions is to make it simple and away from ambiguity. We should avoid
sounding too intimidating so that they will not hesitate in answering our
questions.
It is important for the students to be aware of the expected learning

outcomes so that they will be ready for the lesson proper. Through the learning
activities, evaluation, assignments the students can practice and exercise their
minds, they will be able retain the lesson most especially when the students will
be engaged in meaningful and relatable learning activities. Lastly, the teacher
must be able to give positive feedbacks so that the students will be motivated to
listen and learn. The essential element in lesson planning is inclined with the 3
laws of learning of Thorndike, namely; law of readiness, law of exercise and law
of effect.
Lastly, in the planning and implementation of my lesson plans, I constantly

ask my cooperating teachers to check and review it every time. I am just so
thankful to them because they helped me improve not just the way I create my
lesson plans but also how I deliver it to the class. They taught me to be more
enthusiastic and to be versatile in any classroom situation that may arise. It’s
inevitable that our expectation doesn’t match with the real classroom setting.
Sometimes, your students will try to defy you as a teacher but we should
remember that it is part of our growth as an educator.
Journal 2: Using Instructional Materials
In choosing the appropriate instructional materials for my lessons, I always

see to it that it matches the learning objectives of the topic. It should not be just
an accessory for the lesson but as an aid that will encourage student’s critical
thinking and creativity inside the classroom. The IM’s must be able to attract the
interest of the students so as much as possible, it should be made of large,
colourful and artistic designs that they can relate to. For example, when I’m
making my IM’s, I usually incorporate some famous cartoon characters like
SpongeBob, Panda, Stitch and many more, This way, I will be successful in
getting my students to look into my materials and eventually listen to my
discussion.
On one hand, in using instructional materials for Grade 7 students, it’s
best to use multi-media because children nowadays are visual learners. It
means that our lesson must not be solely focused on letting our students read.
I’ve also observed that every time I play a video, they can’t help but interact with
the speaker, with their classmates and it is a good sign that they are actually
processing what is going on in that video. On the other hand, as a teacher, we
should contemplate the availability of the resources in creating/using instructional
materials. It doesn’t need to be expensive as long as we know how to use it in
the most efficient way. Teachers must learn how to be practical at all times
especially here in the Philippines where the teaching profession is not well
compensated compared to other profession.
Through the IM’s presented and with your guidance as a teacher, the
students will be able to internalize the essence of the lesson. Instructional
materials seem to be just a visual representation of your topic but it plays a very
essential role in the learning process of the students. In line with this is the theory
of Bruner about the Social Learning Theory which states that a child acquires
knowledge through imitation and observation from a more knowledgeable
other/s. As a teacher, this intensifies our responsibility towards our student’s
learning.
Above all, the teacher is still the most important Instructional Material of
all. We can’t change the fact that in teaching, we should prioritize on the things
that will make us a better teacher. We should never cease to educate ourselves
with the latest trends in teaching as well as attending seminars, mentoring, and
etc. I learned that a great educator is someone who continuously seeks for
progress and is not contented in doing the conventional way.
Journal 3: Actual Teaching
When I had my first actual teaching demonstration at J.V. Ferriols National

High School, the outcome was not as good as I’ve expected. I was a surprised to
see the real situation of the students in terms of their attitude towards learning.
That brought me to an idea that I should probably enhance my classroom
management because I have witnessed how unorganized the classroom is.
Furthermore, I have also exerted an effort to read articles and watch videos
about Effective Classroom Management. It says there that a student will only
listen to you if they like you. So as a teacher, it is absolutely necessary for us to
build a good relationship with the students because that is the only way for you to
earn their respect.
Moreover, once I see that the classroom is already settled, that’s the time
when I proceed to the lesson. However, before I even start my lesson, it is
immensely significant to break the walls among the students by conducting the
motivation. It can either be an activity or an energizer that is also connected to
my new topic. In this part, I make sure to be lively as I can for them to radiate the
same attitude as well. The next process that I do is to introduce the Objectives of
the lesson. What I commonly do is to let them read the objectives as a whole and
ask them if they have any questions about the set objectives. It is also beneficial
for me as a teacher because I will be reminded of the things that I need to
accomplish on a specific period of time.
During the discussion of the lesson, I always encourage my students to
practice the use of the English Language. Although at some point, they tend to
be a little hesitant to participate in the discussion because they are afraid to
make errors in front of their classmates. Nevertheless, I never forget to remind
them that it’s okay to commit mistakes and there is still a big room for
improvements. One thing that I’ve also learned in teaching is the importance of
saying “Words of Affirmation” to your students or by simply acknowledging them
whenever they exert an effort to answer your questions. We should appreciate
every little efforts made by our students by complimenting them through our
words like very good, awesome, fantastic, wonderful and many more. Whenever
we do this in the classroom, we are also helping our students to build their self-
confidence and self-esteem as an individual. Once they lose their inhibitions in
the class, it is the time that they become more confident to participate in class.
After the discussion of the lesson, I will then start to find out if my students
have truly understood my lesson. I typically exercise the use of Differentiated
Instruction (DI) every time I conduct my activity. This method is effective because
it can address the differences of the learners. It is also great when you want to
test the creativity and teamwork of your students inside the class. Each group will
be motivated to work together because of the points that they can accumulate
out of the activity. I oftentimes give follow up questions (higher order thinking)
related to the activity.
In evaluations, I frequently let my students to answer a short quiz. This will
serve as a determinant if I have attained my learning objectives or not. I am also
very particular with those students who are copying from their classmates, and
those students who are letting their classmates copy from them. I believe that the
authenticity of a person’s work is very important. Each day, I instil to my students
that they have a bright future ahead of them and all they need to do is to
persevere on the things that they believe in.
Journal 4: Test Preparation
In making the summative test, I definitely made sure to provide a very

clear instruction to avoid confusion from the students. One factor also in creating
a test questionnaire is the use of words. In the level of the Grade 7 students, I
have totally made sure to just use simple words that are suited to their capacity
as a learner. While in the test questions, I see to it that all questions included in
the test have already been discussed in the past meetings. It is vital as well to
prepare a Table of Specifications for us teachers to hit the factors that were
stated in the Bloom’s Taxonomy. We should remember that the test that we are
making is there to measure the knowledge and understanding of the students so
it must be analysed well.
Aside from the planning and implementation of the lesson, I think one of
the hardest parts in teaching is to create a test questionnaire. Each item should
be intricately done and must be in accordance with the Theories of Learning.
Furthermore, we as teachers should be able to put into consideration the
differences of the learners and make some adjustments if needed particularly in
the method of questioning.
As a whole, I can say that the test items that I have created was able to
address a wide range of differences in terms of the student’s level because it
touches all level of cognitive domain in bloom’s taxonomy which are the
remembering, understanding, applying, analyzing, evaluating and creating. It
may not be equally distributed but all of the level of cognitive domain is included
in the test questionnaire. I have also ensured that the questions I formulated for
the essay part is very understandable. I have included also the rubrics for the
Essay Questions for the students to be guided with the scoring of their output.
Journal 5: Checking, Marking and Interpreting Test Results
Checking, marking, and interpreting the test results of the students are
very vital in teaching. Through these series of events, we will know if the students
have understood the lessons we have discussed and if the strategies we used
were effective to all kinds of learners.
We can track the progress of the students by checking or marking their

test papers. Through their marks we can determine if they truly learned all the
lessons that were discussed prior to the given summative test. The test will
assess how much the students learned during the discussion did and we can
also determine if the strategies used during the discussion were effective or not.
If not, we as teachers must use a different strategy in order to get the interest of
the students so that they will be motivated to listen and eventually learn and
retain the information or the lessons.
If the test result shows that 50% of the learners got low marks, then it
implies that only the upper part of the class or the fast learners were the only one
who understood the lesson. Then we can conclude that the strategies used
during the discussion were not suitable on the lower part of the class or the slow
learners. The teacher must change his/her strategy that will suit both types of
learners in order to have higher percentage of learners with higher scores. If the
lesson is too difficult for the latter, then the teacher must repeat the lesson using
different strategy in order for the slow learners to understand the lesson
thoroughly.
Journal 6: Self-Evaluation
When I started my practice teaching last January, the number one
struggle that I had to face is the difficulty of building a connection with my
students. During the first week of actual teaching on my assigned section, I can’t
help but be frustrated due to the unruly situation of my students. I felt that I’ve
exhausted all my efforts like setting the Classroom Rules and all of that but it still
wasn’t effective. It actually took me some time to get used to their behaviour
inside the class and learn to understand them eventually. That’s why I’ve decided
to really observe the characteristics of my students so that I may be able to find a
better strategy in handling them.
Moreover, they have this notion that English is such a difficult subject and
they have a tendency to take it less seriously. This has become another
challenge for me as an ST because I basically need to relate my lessons to real-
life situations in order for them to understand the lesson better. In most cases, I
relate my lesson with the current Filipino Teleserye’s (TV Series) like FPJ’s Ang
Probinsyano and other famous series here in the country. It truly helped me in
getting my students to answer without hesitation. I think these students possess
great ideas in their minds but they are hindered with their inability to express it
using the English Language.
In addition to this, I think that an effective Classroom Management leads

to a successful learning outcome. Way back then, I used to implement discipline
by taking advantage of the Point System. Whenever I notice that my students
misbehave, I always give a warning first but if they still don’t listen to me, I
automatically deduct points from their output during that day. Meanwhile, if they
have also accomplished an activity, they will be rewarded accordingly and every
time that they acquire points from a written work or performance task, their
reactions are ecstatic and it gives me happiness as a teacher to see it in their
faces as well.
Lastly, I am more than grateful for the guidance of my two cooperating

teachers in the person of Mr. Shan Mar and Mrs. Analou. Their suggestions and
advises have immensely lead to be a better Student Teacher. They have taught
me a lot of things about teaching including the essential things that are highly
applicable in the real classroom setting. My cooperating teachers have also
motivated me to persevere and to be resilient no matter what situation I am in.
SCHOOL OFFICIAL FORMS
a. Philosophical Aims of Education

Davao Central College believes that man is matter and spirit breathed of God;
therefore, his education must competently and sufficiently prepare him for life
and the life here after.
b. The Nature of Education Aims

In order to know the aims of education, we must know the nature of aims.
Aims of education are not fixed, eternal and universal. These are changeable
and relative. The nature of the aims of education can properly be understood in
the light of two distinct philosophies of life-idealism and pragmatism. Idealism
stands for absolute, ultimate, eternal and universal values. It advocates high
ideals of life, which are mainly spiritual in nature. Idealism pleads “knowledge for
knowledge’s sake.” In an idealist society, education is for the general and moral
development of a person. According to idealism, the aims of education are
spiritual and idealistic in nature and they are predetermined, absolute,
unchangeable and universal. The aim of idealist education is to realize these pre-
existing, absolute and universal values.
“Education for complete living.”
Pragmatism deals with life as it is and not as it should be. It is also known as
the realistic approach to life. In realism the existing or prevailing social, political
and economic conditions of life are taken into consideration. The existing
conditions of life determine the aims of pragmatic education. Pragmatism does
not believe in absolute and eternal values: philosophy in life is always reflected in
the aims of education. Plato considered that the guardians of the state should
have high philosophical ideals. Locke emphasized “the disciplined and well-
ordered mind.” Hegel stress on idealistic aim of education, i.e. glorification of the
state and the fulfillment of the will of the absolute. Marx was a materialist. So he
emphasized material aim of education, i.e., the practical economic needs of man.
In a materialist society, educational aims are based on materialistic outlook of the
people. In such a society moral or spiritual values have nothing to do with
education. The idealist society tries to glorify those values and emphasize moral
upliftment of personality.
The socio-political ideologies also determine the aims of education. A

democratic government, a fascist government, a communist government – each
one formulates its own ends and means of education. Democratic ideals of life
are flexible and change with the changing conditions of life. Hence, in a
democracy, it aim at the highest development of the innate potentialities of the
individual. In fascism the individual exists for the state and education aims at
glorification and welfare of the state. Man is regarded to be the creature of the
state.
Social and economic issues also serve as determinants of educational aims and
objectives. Education must prepare the future generation for the economic and
social system of the country. In determining its educational objectives, every
country has to take into consideration its economic conditions. Thus we find,
variability is the nature of educational aims. The Secondary Education
Commission (1952) puts it: “As the political, social and economic conditions 8
change and new problems arise, it becomes necessary to re-examine carefully
and re-state clearly the objectives which education at definite stage should keep
in view.”
c. Aims of Secondary Education
BSED aims to develop secondary school teachers who can ably teach in at
least one of the different learning areas in the high school. Enhance curricular
offerings to make it responsive to the basic knowledge and skills needed by
practicing professional teachers; Provide education students the necessary skills
anchored on the competency-based education; Equip students with a wide range
of theoretical and methodological skills to mold their future learners for honest
and productive work; Train competent graduates in the field of pedagogy,
research and community service; Inculcate in the students the sense of moral
values and high ethical standards of principled leaders; Establish linkages and
networking through research, educational technology and community extension
services; Cultivate a sense of commitment among students to be catalysts in the
upliftment of the socio-economic well-being of their community.
d. Code of Ethics for Professional 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 possess 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.
Article I: Scope and Limitations
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 Codes 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.
Article II: The Teacher and the State
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.
Article III: The Teacher and the Community

Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore, render the best service by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational,
economic and civic betterment.
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 such
activities as gambling, smoking, drunkenness, and other excesses, much less
illicit relations.
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 6. Every teacher is intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively
be involved in matters affecting the welfare of the people.
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 8. A teacher posses freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.
Article IV: A Teacher and the Profession
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 3. Every teacher shall participate in the Continuing Professional

Education (CPE) program of the Professional Regulation Commission, and shall
pursue such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence, virtues, and productivity in order
to be nationally and internationally competitive.
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 decent living.
Article V: The Teachers and the Profession
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 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has
not been officially released, or remove records from files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for
what may appear to be an unprofessional and unethical conduct of any
associate. However, this may be done only if there is incontrovertible evidence
for such conduct.
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 here aspects the system of selection on the basis of merit and
competence; provided, further, that all qualified candidates are given
the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession

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 4. Every teacher, individually or as part of a group, has a right to seek
redress against in justice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
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 6. A teacher who accepts a position assumes a contractual obligation
to live up to his contract, assuming full knowledge of employment terms and
conditions.
ArticleVII:School Officials, Teachers,andOtherPersonnel
Section 1. All school officials shall at all times show professional courtesy,
helpfulness and sympathy towards teachers and other personnel, such practices
being standards of effective school supervision, dignified administration,
responsible leadership and enlightened directions.
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 4. No school officials shall dismiss or recommend for dismissal a teacher

or other subordinates except for cause
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.
ArticleVIII: The TeachersandLearners
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 3. Under no circumstance shall a teacher be prejudiced or discriminate
against a learner.
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 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit
and quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional
discretion to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners
nor make deductions from their scholastic ratings as a punishment for acts which
are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
ArticleIX:The Teachers andParents

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 3. A teacher shall hear parent’s complaints with sympathy and
understanding, and shall discourage unfair criticism.
ArticleX: TheTeacherandBusiness
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate
income generation; provided that it does not relate to or adversely affect his work
as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official
influence, except only when his assignment is inherently, related to such
purchase and disposal; provided they shall be in accordance with the existing
regulations; provided, further, that members of duly recognized teachers
cooperatives may participate in the distribution and sale of such commodities.
ArticleXI:The Teacher asa Person
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 2. A teacher shall place premium upon self-discipline as the primary
principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny and of the destinies of men and nations.
ArticleXII: DisciplinaryActions
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.
ArticleXIII:Effectivity
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.
e. The Magna Carta for Public School Teachers
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and career
prospects in order that they may compare favorably with existing opportunities in
other walks of life, attract and retain in the teaching profession more people with
the proper qualifications, it being recognized that advance in education depends
on the qualifications and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive investment
of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public
School Teachers" and shall apply to all public school teachers except those in
the professorial staff of state colleges and universities.
As used in this 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.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department
of Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-
applicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in
Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its
equivalent with a major and a minor; or a Bachelor's degree in Arts or Science
with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor's degree in the field of specialization with at least eighteen professional
units in education;
(d) For teachers of courses on the collegiate level, other than vocational,
master's degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent
may appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the
order of their respective ranks in said competitive examinations: And provided,
finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate

training and professional preparation in any school recognized by the
Government, no probationary period preceding regular appointment shall be
imposed if the teacher possesses the appropriate civil service
eligibility: Provided, however, That where, due to the exigencies of the service, it
is necessary to employ as teacher a person who possesses the minimum
educational qualifications herein above set forth but lacks the appropriate civil
service eligibility, such person shall be appointed on a provisional status and
shall undergo a period of probation for not less than one year from and after the
date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at
least ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as
herein otherwise provided, no teacher shall be transferred without his consent
from one station to another.
Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent
who shall previously notify the teacher concerned of the transfer and the reason
or reasons therefor. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Director of Public Schools or the Director
of Vocational Education, as the case may be. Pending his appeal and the
decision thereon, his transfer shall be held in abeyance: Provided, however, That
no transfers whatever shall be made three months before any local or national
election.
Necessary transfer expenses of the teacher and his family shall be paid for by
the Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a
Code of Professional Conduct for Public School Teachers. A copy of the Code
shall be furnished each teacher: Provided, however, That where this is not
possible by reason of inadequate fiscal resources of the Department of
Education, at least three copies of the same Code shall be deposited with the
office of the school principal or head teacher where they may be accessible for
use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the teacher for
the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a

teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall

be heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial
or national teacher's organization and a supervisor of the Division, the last two to
be designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty days
from the termination of the hearings: Provided, however, That where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take
all steps to enable married couples, both of whom are public school teachers, to
be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction
shall not be required to render more than six hours of actual classroom teaching
a day, which shall be so scheduled as to give him time for the preparation and
correction of exercises and other work incidental to his normal teaching
duties: Provided, however, That where the exigencies of the service so require,
any teacher may be required to render more than six hours but not exceeding
eight hours of actual classroom teaching a day upon payment of additional
compensation at the same rate as his regular remuneration plus at least twenty-
five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law

to the contrary, co-curricula and out of school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an
additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual
classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional
compensation required under this section. Education authorities shall refuse to
allow the rendition of services of teachers for other government agencies without
the assurance that the teachers shall be paid the remuneration provided for
under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
criteria:
(a) they shall compare favorably with those paid in other occupations requiring
equivalent or similar qualifications, training and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for
themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions
require higher qualifications and greater responsibility than
others: Provided, however, That the general salary scale shall be such that the
relation between the lowest and highest salaries paid in the profession will be of
reasonable order. Narrowing of the salary scale shall be achieved by raising the
lower end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular
increments, granted automatically after three years: Provided, That the efficiency
rating of the teacher concerned is at least satisfactory. The progression from the
minimum to the maximum of the salary scale shall not extend over a period of ten
years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries
are appropriated by a city, municipal, municipal district, or provincial government,
shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least,
keep pace with the rise in the cost of living by the payment of a cost-of-living
allowance which shall automatically follow changes in a cost-of-living index. The
Secretary of Education shall, in consultation with the proper government entities,
recommend to Congress, at least annually, the appropriation of the necessary
funds for the cost-of-living allowances of teachers employed by the National
Government. The determination of the cost-of-living allowances by the Secretary
of Education shall, upon approval of the President of the Philippines, be binding
on the city, municipal or provincial government, for the purposes of calculating
the cost-of-living allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of
Education, they shall be compensated special hardship allowances equivalent to
at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in
legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, That such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever
from the salaries of teachers except under specific authority of law authorizing
such deductions: Provided, however, That upon written authority executed by the
teacher concerned, (1) lawful dues and fees owing to the Philippine Public
School Teachers Association, and (2) premiums properly due on insurance
policies, shall be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination

shall be provided free of charge for all teachers before they take up teaching, and
shall be repeated not less than once a year during the teacher's professional life.
Where medical examination show that medical treatment and/or hospitalization is
necessary, same shall be provided free by the government entity paying the
salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph of
this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The
effects of the physical and nervous strain on the teacher's health shall be
recognized as a compensable occupational disease in accordance with existing
laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 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 compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes
at least seventy-five per cent of his courses. Study leave of more than one year
may be permitted by the Secretary of Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will
exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled
the age and service requirements of the applicable retirement laws shall be given
one range salary raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits
thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 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.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in

the immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to (a) make the employment of a teacher
subject to the condition that he shall not join an organization, or shall relinquish
membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization
activities outside school hours, or with the consent of the proper school
authorities, within school hours, and (c) to prevent him from carrying out the
duties laid upon him by his position in the organization, or to penalize him for an
action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall

be consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security
of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this
Act. Rules and regulations issued pursuant to this Section shall take effect thirty
days after publication in a newspaper of general circulation and by such other
means as the Secretary of Education deems reasonably sufficient to give
interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to

Congress annually the necessary budgetary estimates to implement the
provisions of the Act concerning the benefits herein granted to public school
teachers under the employ of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights guaranteed by this Act or who
shall in any other manner commit any act to defeat any of the provisions of this
Act shall, upon conviction, be punished by a fine of not less than one hundred
pesos nor more than one thousand pesos, or by imprisonment, in the discretion
of the court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby
repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force
and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

f. Dep. Ed. Order 40, s.2012, Department of Education Child Protection
Policy
Declaration of Policy
 DepEd shall ensure that schools are a safe place for the education of
children. The best interest of the child shall be the paramount
consideration in all decisions and actions involving children.
 The DepEd zero tolerance policy for any act of child abuse, exploitation,
violence, discrimination, bullying and other forms of abuse.
Prohibited Acts
a. Child abuse;
b. Discrimination against children;
c. Child exploitation;
d. Violence against children in school;
e. Corporal punishment
f. Any analogous or similar acts; and
g. Bullying or peer abuse
Violence against children committed in schools
Refers to a single act or a series of acts committed by school administrators,
academic and non-academic personnel against a child which result in or is likely
to result in physical, sexual, psychological harm or suffering, or other abuses
including threats of such acts, battery, assault, coercion, harassment or arbitrary
deprivation of liberty. It include, but is not limited to the following acts:
1. Physical violence
2. Sexual violence
3. Psychological violence
4. Other acts of violence
Corporal Punishment
This refers to a kind of punishment or penalty imposed for an alleged or actual
offense, which is carried out or inflicted, for the purpose of discipline, training or
control, by a teacher, school administrator, an adult, or any other child who has
been given or has assumed authority or responsibility for punishment or
discipline.
DUTIES AND RESPONSIBILITIES OF SCHOOLS
 Ensure the institution of effective child protection policies and procedures

and monitor compliance thereof;
 Adopt a child protection policy, and organize convene the Child Protection
Committee (CPC) of the school;
 Conduct the capacity building activities for the members of CFC and
Guidance Counselors/Teachers;
 Ensure that the participatory and other rights of children are respected and
upheld in all matters and procedures affecting their welfare;
 Coordinate with appropriate offices, agencies or instrumentalities for
appropriate assistance and intervention.
PREVENTIVE MEASURES
Capacity Building of School Officials, Personnel, Parents and Student
Strategies:
 Conducting sessions, trainings and seminars on positive peer
relationships and enhancement of social and emotional competence;
 Using training modules which include positive and non-violent discipline
in classroom management and gender sensitivity;
 Integrating and teaching children’s rights in the class
PROCEDURE: Protective and Remedial Measures to Address Corporal

Punishment and other Acts of Violence Committed by School Personnel
 Expeditious conduct of investigation and reporting of cases;
 School Head or the Schools Division Superintendent shall forward the
complaint within 48 hours to the Disciplining Authority, who shall issue an
Order for the conduct of a fact-finding investigation, not later than 72 hours
from submission;
 If the person complained of is a non-teaching personnel, the Schools
Division Superintendent shall cause the conduct of a fact-finding
investigation within the same period;
 Criminal and civil liability shall not be a bar to the filling of an

administrative case;
 The Revised Rules of Procedure of DepEd in Administrative Cases shall
apply in all other aspects;
 The identity or other information that may reasonably identify the pupil or
student shall remain confidential; and
 The identity of a respondent-teacher shall likewise be kept confidential.
Assessment and Referral of Victims to the Local Social Welfare and

Development Office (LSWDO)
 The School Head may refer the victims and offenders to the local social
welfare and development office (LSWDO) for assessment and appropriate
intervention
 The CPC will coordinate closely with the Women and Child Protection
Desks of the PNP, the LSWDO, other government agencies and NGOs,
as may be appropriate
Reporting and Monitoring System
 The Intake Sheets will be forwarded to the DepEd Division Office
 The DepEd Division Office will consolidate the reports on incidents and
cases of all schools and submit a Division Report to the Regional Office
 The DepEd Regional Office will consolidate the reports on incidents and
cases of the Division Offices within the Region and submit a Regional
Report to the Undersecretary for Legal and Legislative affairs
 The Central Office will be the Central Repository of Regional Reports
Reporting Requirement
 All schools shall inform their respective schools division superintendents in
writing about the anti-bullying policies formulated within six (6) months
from the effectivity of the Act.
 Notification shall be an administrative requirement prior to the operation of
new schools.
 Every first week of the start of the school year, the schools division
superintendents shall compile these data and report the same to the
Secretary of the DepEd.
Sanction for Noncompliance
 The Secretary of DepEd shall prescribe the appropriate administrative
sanctions on school administrators who shall fail to comply with the
requirements under this Act.
 Erring private schools shall likewise suffer the penalty of suspension of
their permits to operate.
g. Anti-Bullying
[REPUBLIC ACT NO. 10627]
AN ACT REQUIRING ALL ELEMENTARYAND SECONDARY SCHOOLS TO
ADOPT POLICIES TO PREVENT AND ADDRESS THE ACTS OF BULLYING
IN THE INSTTUTIONS
Be it enacted by the Senate and house of Representatives of the Philippines in
congress assembled:
SECTION 1. Short Title. – This Act shall be known as the “Anti-Bullying Act of
2013”.
SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any
severe or repeated use by one or more students of a written, verbal or electronic
expression, or a physical act or gesture, or any combination thereof, directed at
another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property;
creating a hostile environment at school for the other student; infringing on the
rights of the other student at school; or materially and substantially disrupting the
education process or the orderly operation of a school; such as, but not limited
to, the following:
a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks,
teasing, fighting and the use of available objects as weapons;
b. Any act that causes damage to a victim’s psyche and/or emotional well-being;
c. Any slanderous statement or accusation that causes the victim undue

emotional distress like directing foul language or profanity at the target, name-
calling, tormenting and commenting negatively on victim’s looks, clothes and
body; and
d. Cyber-bullying or any bullying done through the use of technology or any

electronic means.
SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary

schools are hereby directed to adopt policies to address the existence of bullying
in their respective institutions. Such policies shall be regularly updated and, at a
minimum, shall include provisions which:
(a) Prohibit the following acts:
(1) Bullying on school grounds; property immediately adjacent to school grounds;

at school-sponsored or school-related activities, functions or programs whether
on or off school grounds; at school bus stops; on school buses or other vehicles
owned, leased or used by a school; or through the use of technology or an
electronic device owned, leased or used by a school;
(2) Bullying at a location, activity, function or program that is not school-related

and through the use of technology or an electronic device that is not owned,
leased or used by a school if the act or acts in question create a hostile
environment at school for the victim, infringe on the rights of the victim at school,
or materially and substantially disrupt the education process or the orderly
operation of a school; and
(3) Retaliation against a person who reports bullying, who provides information
during an investigation of bullying, or who is a witness to or has reliable
information about bullying;
(b) Identify the range of disciplinary administrative actions that may be taken
against a perpetrator for bullying or retaliation which shall be commensurate with
the nature and gravity of the offense: Provided, That, in addition to the
disciplinary sanctions imposed upon a perpetrator of bullying or retaliation,
he/she shall also be required to undergo a rehabilitation program which shall be
administered by the institution concerned. The parents of the said perpetrator
shall be encouraged by the said institution to join the rehabilitation program;
(c) Establish clear procedures and strategies for:
(1) Reporting acts of bullying or retaliation;
(2) Responding promptly to and investigating reports of bullying or retaliation;
(3) Restoring a sense of safety for a victim and assessing the student’s need for
protection;
(4) Protecting from bullying or retaliation of a person who reports acts of bullying,
provides information during an investigation of bullying, or is witness to or has
reliable information about an act of bullying; and
(5) Providing counseling or referral to appropriate services for perpetrators,

victims and appropriate family members of said students;
(d) Enable students to anonymously report bullying or retaliation: Provided,

however, That no disciplinary administrative action shall be taken against a
perpetrator solely on the basis of an anonymous report;
(e) Subject a student who knowingly makes a false accusation of bullying to

disciplinary administrative action;
(f) Educate students on the dynamics of bullying, the anti-bullying policies of the
school as well as the mechanisms of such school for the anonymous reporting of
acts of bullying or retaliation;
(g) Educate parents and guardians about the dynamics of bullying, the anti-
bullying policies of the school and how parents and guardians can provide
support and reinforce such policies at home; and
(h) Maintain a public record of relevant information and statistics on acts of

bullying or retaliation in school: Provided, That the names of students who
committed acts of bullying or retaliation shall be strictly confidential and only
made available to the school administration, teachers directly responsible for the
said students and parents or guardians of students who are or have been victims
of acts of bullying or retaliation.
All elementary and secondary schools shall provide students and their parents or
guardians a copy of the anti-bullying policies being adopted by the school. Such
policies shall likewise be included in the school’s student and/or employee
handbook and shall be conspicuously posted on the school walls and website, if
there is any.
The Department of Education (DepED) shall include in its training programs,

courses or activities which shall provide opportunities for school administrators,
teachers and other employees to develop their knowledge and skills in
preventing or responding to any bullying act.
SEC. 4. Mechanisms to Address Bullying. – The school principal or any

person who holds a comparable role shall be responsible for the implementation
and oversight of policies intended to address bullying.
Any member of the school administration, student, parent or volunteer shall

immediately report any instance of bullying or act of retaliation witnessed, or that
has come to one’s attention, to the school principal or school officer or person so
designated by the principal to handle such issues, or both. Upon receipt of such
a report, the school principal or the designated school officer or person shall
promptly investigate. If it is determined that bullying or retaliation has occurred,
the school principal or the designated school officer or person shall:
(a) Notify the law enforcement agency if the school principal or designee believes
that criminal charges under the Revised Penal Code may be pursued against the
perpetrator;
(b) Take appropriate disciplinary administrative action;
(c) Notify the parents or guardians of the perpetrator; and
(d) Notify the parents or guardians of the victim regarding the action taken to
prevent any further acts of bullying or retaliation.
If an incident of bullying or retaliation involves students from more than one

school, the school first informed of the bullying or retaliation shall promptly notify
the appropriate administrator of the other school so that both may take
appropriate action.
SEC. 5. Reporting Requirement. – All schools shall inform their respective

schools division superintendents in writing about the anti-bullying policies
formulated within six (6) months from the effectivity of this Act. Such notification
shall likewise be an administrative requirement prior to the operation of new
schools.
Beginning with the school year after the effectivity of this Act, and every first
week of the start of the school year thereafter, schools shall submit a report to
their respective schools division superintendents all relevant information and
statistics on acts of bullying or retaliation. The schools division superintendents
shall compile these data and report the same to the Secretary of the DepED who
shall likewise formally transmit a comprehensive report to the Committee on
Basic Education of both the House of Representatives and the Senate.
SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be

implemented pursuant to this Act, the Secretary of the DepED shall prescribe the
appropriate administrative sanctions on school administrators who shall fail to
comply with the requirements under this Act. In addition thereto, erring private
schools shall likewise suffer the penalty of suspension of their permits to operate.
SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from
the effectivity of this Act, the DepED shall promulgate the necessary rules and
regulations to implement the provisions of this Act.
SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is
declared to be unconstitutional or invalid, the other sections or provisions hereof
which are not affected thereby shall continue to be in full force or effect.
SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or
parts thereof which are inconsistent with or contrary to the provisions of this Act
are hereby repealed, amended or modified accordingly.
SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its
publication in at least two (2) national newspapers of general circulation.
h. Anti-Drug
[REPUBLIC ACT NO. 10640]
AN ACT TO FURTHER STRENGTHEN THE ANTI-DRUG CAMPAIGN OF THE
GOVERNMENT, AMENDING FOR THE PURPOSE SECTION 21 OF
REPUBLIC ACT NO. 9165, OTHERWISE KNOWN AS THE
“COMPREHENSIVE DANGEROUS DRUGS ACT OF 2002″
Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:
SECTION 1. Section 21 of Republic Act No. 9165, otherwise known as the

“Comprehensive Dangerous Drugs Act of 2002″, is hereby amended to read as
follows:
“SEC. 21. Custody and Disposition of Confiscated, Seized, and/or Surrendered

Dangerous Drugs, Plant Sources of Dangerous Drugs, Controlled Precursors
and Essential Chemicals, Instruments/Paraphernalia and/or Laboratory
Equipment. – The PDEA shall take charge and have custody of all dangerous
drugs, plant sources of dangerous drugs, controlled precursors and essential
chemicals, as well as instruments/paraphernalia and/or laboratory equipment so
confiscated, seized and/or surrendered, for proper disposition in the following
manner: “(1) The apprehending team having initial custody and control of the
dangerous drugs, controlled precursors and essential chemicals,
instruments/paraphernalia and/or laboratory equipment shall, immediately after
seizure and confiscation, conduct a physical inventory of the seized items and
photograph the same in the presence of the accused or the person/s from whom
such items were confiscated and/or seized, or his/her representative or counsel,
with an elected public official and a representative of the National Prosecution
Service or the media who shall be required to sign the copies of the inventory
and be given a copy thereof: Provided, That the physical inventory and
photograph shall be conducted at the place where the search warrant is served;
or at the nearest police station or at the nearest office of the apprehending
officer/team, whichever is practicable, in case of warrantless seizures: Provided,
finally, That noncompliance of these requirements under justifiable grounds, as
long as the integrity and the evidentiary value of the seized items are properly
preserved by the apprehending officer/team, shall not render void and invalid
such seizures and custody over said items.
“(3) A certification of the forensic laboratory examination results, which shall be

done by the forensic laboratory examiner, shall be issued immediately upon the
receipt of the subject item/s: Provided, That when the volume of dangerous
drugs, plant sources of dangerous drugs, and controlled precursors and essential
chemicals does not allow the completion of testing within the time frame, a partial
laboratory examination report shall be provisionally issued stating therein the
quantities of dangerous drugs still to be examined by the forensic laboratory:
Provided, however, That a final certification shall be issued immediately upon
completion of the said examination and certification;
SEC. 2. Implementing Rules and Regulations (IRR). – To implement

effectively the provisions of Section 21, the Philippine Drug Enforcement Agency
(PDEA) shall issue the necessary guidelines on the IRR for the purpose in
consultation with the Department of Justice (DO J) and relevant sectors to curb
increasing drug cases.
SEC. 3. Separability Clause. – If any provision or part hereof is held invalid or

unconstitutional, the remainder of the law or the provision not otherwise affected
shall remain valid and subsisting.
SEC. 4. Repealing Clause. – All laws, presidential decrees or issuances,

executive orders, letters of instruction, administrative orders, rules and
regulations contrary to or inconsistent with the provisions of this Act are hereby
repealed, modified or amended accordingly.
SEC. 5. Effectivity. – This Act shall take effect fifteen (15) days after its
complete publication in at least two (2) newspapers of general circulation.
Samples of Learners’ Quizzes and Works (varied and best samples only)
Letters and Notes from the Students/Learners

Letters and Notes from the Students/Learners

Pictures and Moments to Remember

Sample Application Letter
Davao Central College Inc.

Toril, Davao City
March 26,2019
Dear Maám/Sir,
Good day!
It is with great pleasure and opportunity if given a chance to be part of this

institution. This letter of application is driven with my motivation and desire to be
of service in your institution. I wish to apply for the position of an English Teacher
in the Basic Education Program which best fit on my course.
I am Marice C. Anuta, 21 years old, single and in good health. I took up Bachelor
of Secondary Education major in English at Davao Central College. I am an
enthusiastic and optimistic teacher that could provide a wholesome environment
for the students to unleash their full potential and capabilities. I am confident in
bringing excellence and I am committed to high standard and quality education.
I am hoping with great anticipation to meet you at any time of your office hours. I
can be reached at 09489961502.
Thank you and more power!
Respectfully yours,
Marice C. Anuta
Applicant
PERFORMANCE
RATING
SHEETS
SCHOOL
OFFICIAL
FORMS
APPENDICES

DCC Teacher Education Program Overview

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DAVAO CENTRAL COLLEGE

Juan dela Cruz St.Toril, Davao City (Tel.No. 291-1882)

OVER-ALL PERFORMANCE SUMMARY

Name of Student Teacher: Marice C. Anuta

Assessment Task Performance Equivalent Percentage My score

Non-Teaching Performance 10%

Student Teaching Portfolio 20%

Final Grade (Point Grade) _____________________

Way back when I was still in kindergarten, my teacher once asked me

It will continuously hunt us until we choose to overcome it and eradicate

Acknowledgement and Dedication

In the making of this portfolio, I would like to acknowledge several

Secondly, I would like to appreciate the unwavering support of my beloved

Lastly, I’d like to express my heartfelt gratitude to my Practicum

II. THE TEACHER EDUCATION INSTITUTION

III. THE COOPERATING SCHOOL

HISTORY OF DAVAO CENTRAL COLLEGE

Davao Central College, formerly known as Davao Central Institute was

In 2006, it was granted LEVEL 1 Accredited Status by the Association of

To date, the whole institution is continuously working to keep pace with

 Empowered individuals imbued with Christian ideals for service.

We commit ourselves to:

 Provide integral formation of persons

GOALS AND OBJECTIVES

To achieve its mission, DCC Inc., aims to:

 Strengthen the total development of persons

OBJECTIVES OF THE TEACHER EDUCATION PROGRAM

1. Prepare students to face international competition by adapting and

PROGRAM OBJECTIVES OF THE BACHELOR OF SCIENCE

1. Enhance curricular offerings to make it responsive to the basic knowledge

SCHOOL BUILDINGS AND FACILITIES

J.V.F.N.H.S. ORGANIZATIONAL CHART

J.V.F.N.H.S. SCHOOL BUILDING AND FACILITIES

ZZSCHOOL CANTEEN, BULLETIN BOARD AND KIOSKS

Journal 1: Planning and Implementation of Learning Programs

In creating my lesson plans, the first thing that needs to be considered is

One important thing to remember in formulating questions or even follow-

It is important for the students to be aware of the expected learning

Lastly, in the planning and implementation of my lesson plans, I constantly

Journal 2: Using Instructional Materials

In choosing the appropriate instructional materials for my lessons, I always

Journal 3: Actual Teaching

When I had my first actual teaching demonstration at J.V. Ferriols National

Journal 4: Test Preparation

In making the summative test, I definitely made sure to provide a very

Journal 5: Checking, Marking and Interpreting Test Results

We can track the progress of the students by checking or marking their

In addition to this, I think that an effective Classroom Management leads

Lastly, I am more than grateful for the guidance of my two cooperating

SCHOOL OFFICIAL FORMS

a. Philosophical Aims of Education

b. The Nature of Education Aims

“Education for complete living.”

The socio-political ideologies also determine the aims of education. A

c. Aims of Secondary Education

Article III: The Teacher and the Community

Section 3. Every teacher shall participate in the Continuing Professional

Article VI: The Teacher and Higher Authorities in the Profession

Section 4. No school officials shall dismiss or recommend for dismissal a teacher

ArticleIX:The Teachers andParents

e. The Magna Carta for Public School Teachers

I. DECLARATION OF POLICY COVERAGE

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to