Module 1- deped organizational structure and processes

Required Task 1: Identify the turning points in the history of public education in the Philippines. The pre-colonial era and
the Spanish colonial period are already done for you

Stages of Development (What are the
different time periods identified in
the article?)
Pre-colonial Period
Spanish Colonial Period
American Colonial Rule
Contemporary Society (Third
Republic-Present)
Events (What are the educational Implications (How does this affect the
developments brought by this succeeding public education system?)
time/period?)
Education was informal, Essential learning was prioritized
unstructured, and devoid of during this period
methods. Children were provided
more vocational training and less
academics (3Rs) by their parents and
in the houses of tribal tutors
The tribal tutors were replaced by Formalization of education with
the Spanish missionaries. defined administration and
Education was religion oriented. management by the Spanish colonial
It was for the elite, especially in the government
early years of Spanish colonization.
Access to education by the Filipinos
was later liberalized through the
enactment of the Educational Decree
of 1863. Education during that period
was inadequate, suppressed, and
controlled
 allowed it to spread their cultural English was adopted as the medium
values, particularly the English
language, to the Filipino people.
of instruction in all public schools
Instruction in English language, and
American history, lead to forming of a
national identity and Filipino
nationalism.
Education and modern society have By implementing a curriculum that
been mutually dependent during this responds to the current needs of
historical period. National societies society. Which will result in
expect their educational systems to competent students being produced
provide education that supports the by the school.
preservation and development of
their societies' unique and valued
characteristics, as well as provide
their members with relevant
education opportunities to function
effectively in society and in the
international world.

Key Topic 1: The DepEd Management Structure

Required Task 1: Policy Reading

1. Why is there a need to rationalize and restructure the Department of Education?

Answer: Restructuring the Department of Education was required to implement our strategic plan for progress in every
school, particularly in light of the changing needs and demands of our society. Similarly, on this day of pandemic, the
department of education must redesign the system to deal with the current situation.

2. In what ways can the restructured DepEd, through the Rationalization Program, help you as a DepEd personnel and a
public-school teacher?

Answer: It will act as a guide for teachers in adopting teaching norms and standards as well as processes to meet the
present demands on the educational system. It will also give all teachers an understanding of how to use tactics to make
their work easier and more productive.

3. Required Task 2: Identification Read the following scenarios and determine what particular DepEd organizational
strand promotes and/or helps address the following scenarios.
 Scenario
Teacher Jeanne is a “teacher to the
barrio” who is dedicated to providing
basic education to the pupils in a
geographically isolated community in
her province. She was deployed to
educate the pupils with a parallel
module to that of formal elementary
education but in a relatively informal
setting and schedule
Teacher Jonnalyn is a permanent
teacher who is facing financial
challenges. Once her prior loans were
paid, she directly proceeds to take
out another loan. The cycle of
financial debt goes on.
Teacher Arvin, the school’s basketball
coach, focused not only on the
psychomotor skills of his players but
also on the development of mental
discipline and social values through
after-school sports programs
Teacher Edith thinks she is qualified
for a promotion as a Master Teacher.
She submits all of her requirements
and waits for the results. But she
lacks the required number of units
for her Master’s degree.
Nanette is teaching in a low-lying
school. One day, during a heavy
rainfall, she was advised of class
cancellations and calmly assessed the
situation before she directed the
class to go home.
Session 3: The DepEd Regional Office and Schools Division Offices
Required Task 1: Identification
Function
To ensure access, promote equity,
and improve the quality of basic
education in the regions and the
school’s divisions by taking the lead
in policy and direction setting,
standard-setting and enforcement,
Answers
The particular DepEd organizational
strand that will promote or can helps
Teacher Jeanne’s condition is the
Finance and Administration strand of
the Department of Education which is
the responsible of ensuring the
efficiency to support the organization
as a whole to focus on its core
business and thus attain its targets
through the provision of finance and
administrative services.
The particular DepEd organizational
strand that will promote or can helps
Teacher Jonnalyn is the Finance and
Administration on which this strand
ensures the efficiency to support the
organization as a whole to focus on
its core business and thus attain its
targets through the provision of
finance and administrative services.
The Curriculum and Instruction
strand of the Department of
Education, which is responsible for
ensuring that the organization
focuses on the delivery of a relevant,
responsive, and effective basic
education curriculum around which
all other strands and offices provide
support, is the particular DepEd
organizational strand that will
promote or can help Teacher Arvin's
concern.
The Department of Education's Legal
and Legislative Affairs strand, which
is responsible for increasing the
organization's capacity to deal with
legal challenges and being proactive
in carrying forward its legislative
agenda, is the office that can assist
Teacher Edith.
The Department of Education's Office
of the Secretary strand which
provides overall leadership and
direction at the national level.
Attached and support agencies to
DepEd are included under the OSec.
is the office that can assist Teacher
Nannete
Answer
Governance and Operations
Feedback
Teacher Jeanne's difficulty and
concern can be remedied by
following proper procedures and
seeking assistance from the
Governance and Operation strand.
Teacher Jonnalyn's problem might be
solved by the office offering financial
guidance and support. Teachers
Jonnalyn's scenario could also be
considered for the stated office to
conduct and deliver programs to
address this kind of issue.
With such advice or concern from
Teacher Arvin, the Department of
Education's Curriculum and
Instruction strand can develop
programs and curriculum that will
meet the needs of the students
without disrupting the availability
and schedule of students or teachers.
Teacher Edith must be informed
about the required documents and
units or degrees for a smooth and
efficient promotion process. Legal
and Legislative Affairs should ensure
that all teachers are informed about
this matter by conducting an
orientation or possibly providing a list
of documents required to avoid
misunderstandings.
Before canceling class due to heavy
rain, Teacher Nannete should wait
for an order from the government or
the Office of the Secretary of the
DepEd Organization. She must first
ensure the safety of her class by not
letting them alone, especially during
terrible weather.
Feedback
Governance and Operations is the
strand that ensures the capacity of
the organization to continuously
improve and be strategic in managing
the environment for which “teaching
and learning” takes place.
partnership building, and networking
with stakeholders of education, and
by effectively and efficiently
managing the financial, human, and
physical resources of the region
To ensure full implementation of the
articulated basic education
curriculum (pre-school, elementary,
secondary, ALS), its
localization/indigenization, and
increase access to quality and varied
learning resources towards
improvement in the quality learning
outcomes.
To support the delivery of basic
education programs, projects, and
needed resources to the school’s
divisions in order to create an
environment conducive to learning
and ensure learner readiness to learn
through: School Health and Nutrition,
Education Facilities, and Program &
Services (DRRM, School Sports,
Guidance & Counselling)
To coordinate and integrate the
provision of technical assistance (TA)
to schools’ divisions with the purpose
of facilitating the delivery of quality
basic education and creating an
enabling environment for schools
and learning centers.
To ensure compliance with standards
of quality basic education by
assessing, monitoring, and evaluating
the region and school’s division
performances to inform decision
making and guide policy directions in
the region toward continuous
improvement.
To facilitate the implementation of
education plans, policies, and
standards in all areas of basic
education in the region through the
conduct of research studies and
maintenance of Regional Education
Planning and Data Management
Systems.
To ensure competent personnel and
staff in the regional and schools
division offices through efficient and
effective training towards
professional competencies and
organizational performance.
To provide the regional office with
efficient, economical and effective
services relating to personnel,
records, receipt of correspondence,
supplies, equipment, collection,
disbursement, security and custody
of property, and reportorial work to
oversight agencies.
Curriculum and Instruction
Finance
Field Technical Assistance
Policy, Planning & Research
Policy, Planning & Research
Human Resource Development
Administrative
Curriculum and Instruction is the
strand that ensures that the
organization focuses on the delivery
of a relevant, responsive, and
effective basic education curriculum
around which all other strands and
offices provide support.
Finance is the strand that ensures the
efficiency to support the organization
as a whole to focus on its core
business and thus attain its targets
through the provision of finance and
administrative services.
Field Technical Assistance is the
strand that ensures the capacity of
the organization to continuously
improve and be strategic in managing
the environment for which “teaching
and learning” takes place.
Policy, Planning & Research is the
strand that ensures that the region
and school divisions are meeting
fundamental education requirements
by assessing, monitoring, and
evaluating their performance in order
to inform decision-making and lead
policy directions in the region toward
continual development.
Policy, Planning, and Research is the
strand that conducts research studies
and maintains Regional Education
Planning and Data Management
Systems to help the region
implement education plans, policies,
and standards in all areas of basic
education.
Human Resource Development is the
strand that ensures competent
personnel and staff in regional and
school division offices by providing
efficient and effective training to
improve professional competencies
and organizational performance.
Personnel, records, reception of mail,
supplies, equipment, collection,
disbursement, security and custody
of property, and reportorial duties to
oversight authorities are all covered
by the administrative strand.
 To provide advice to the Regional
Director on the financial resource of
the region and provide services in
budgeting, accounting, reporting, and
coordinating with government
oversight agencies.
Finance Finance is the department that
advises the Regional Director on the
region's financial resources and
provides budgeting, accounting,
reporting, and coordination with
government oversight bodies.

Key Topic 3: The Schools Division Office (SDO)

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

Question Answer Feedback

Teacher Alyssa conducted and SGOD It was classified as SGOD since it
finished writing her action research in deals with planning and research.
the conduct of their Continuous
Improvement Plan (CIP) in
eradicating the number of non-
numerates in their school. She
submitted it to the SDO for
assessment
Teacher April is having a hard time SGOD It was placed under the SGOD
managing her class because her because it requires help from the
schedule is in the last period before area of human resources
class dismissal. She then seeks help development.
from the head teacher and
colleagues for some advice. Upon
learning about Teacher April’s
struggles, the head teacher found it
necessary to provide a classroom
management training for teachers
Teacher Michael is the schools’ SGOD It was classified as SGOD since it
DRRM Coordinator. He prepares and discusses Educational Facilities.
submits situation reports to the SDO
on any hazard affecting the school
operations such as flood, conflict,
fire, among others, and provides
realtime updates to the SDO.
Teacher Angel, an English teacher, CID Since the scenario described about
seeks help through setting a Instructional Management Part, it
preconference meeting with her was considered as CID.
Department Head for her upcoming
classroom observation. She wants to
know the best ways on how she can
employ the indicators required in the
Classroom Observation Tool (COT).
Teacher Melvin is assigned as the CID Since the scenario described about
Room Examiner in the conduct of the Direct Instructional Supervision Part,
National Achievement Test. He it was considered as CID.
checks if the Room Examiners adhere
to the instructions in the Examiner’s
Handbook

Optional Task: Reflection Reflect and answer the following questions:

1. What is the relevance of knowing the DepEd organizational structure and school processes to the performance of
your duties as a teacher?
It is essential for a teacher to understand the department of education structure and the school processes to know how
learning policies, plans, and programs are implemented .And knowing the DepEd organization structure and
school processes in the performance of my duties as a teacher is that it will help me to do my work easier.

2. Why should a teacher know who to approach in addressing concerns related to his or her duties
It is important to know who to approach in addressing concerns related to my duties as a teacher it helps me to
do my functions and responsibilities effectively and efficiently.

Session 4: The School Structure

Required Task 1: Policy Reading Read through the DepEd Order No. 19, s. 2016 on Guidelines on the Organizational
Structures and Staffing Patterns of Standalone and Integrated Public Senior High School (SHS) and read the following
scenarios to identify the services provided and its function in the schools and learning centers. Determine the teaching
or the non-teaching staff who does the service portrayed.

Scenario Answer Feedback

Teacher Leo creates activities to Librarian/LRMDS Coordinator The scenario depicts a
make sure that learners and teachers Librarian/LRMDS Coordinator's duties
access the place where reading and responsibilities.
materials and learning resources are
kept. He also crafts a schedule of the
classes that could visit the place. He
coordinates with the School Head for
the selection, acquisition,
organization, and maintenance of
reference and reading materials.
Teacher Lorrine is handling a case of Guidance Counselor The scene portrays an action by the
some Grade 7 learners who were Guidance Counselor in dealing with
caught cheating by their adviser. She cheating students.
calls the attention of the parents and
reports to them what the learners
did. Since it is the first incident, the
learners are reprimanded and
reminded of the importance of
honesty and of not cheating.
Teacher Steffi is conducting a career Subject/Learning Area Coordinator/ The scenario depicts a
guidance and advocacy seminar to Department Head Subject/Learning Area Coordinator/
Grade 12 learners focusing on the Department Head duties and
four exits envisioned for SHS responsibilities.
graduates—namely, higher
education, entrepreneurship,
employment, or middle-level skills
development. Afterward, she gives
them a survey to answer on what
they plan for their career
development after SHS.
Mark Anthony is preparing a budget Administrative Officer The scene portrays a job of an
plan for the continuous improvement Administrative Officer.
of the school for the month of
August. He is also preparing the
financial report for the month of July.
Both reports are subject to the
approval of the School Head
Miss Rhea prepares the receipt, Property Custodian Miss Rhea's actions portrayed the
issuance, maintenance, and school's Property Custodian duties
safekeeping of supplies, materials, and obligations.
and equipment and other properties
and facilities of the school. She also
conducts and maintains the inventory
of properties and prepares the
required reports for the School
Head’s reference.

Key Topic 5: School-based Management (SBM)

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

Scenario 1 Teacher Lozano, the mother of one of your advisory students, visited you in the school because of a bullying
incident that you are not aware of. She was very angry and disappointed about what happened because the incident
was not addressed and resolved properly. Her daughter is still afraid and decided not to go to school that day. The
incident happened during science time because the teacher was late to enter the class. You also had other classes to
attend to and had no chance to meet your advisory class during that time. Who should you seek help to?
Answer: To avoid such bullying among the students, she needed to first approach the science teacher and request if she
was able to attend the class on time. On the other hand, she needed to seek assistance from the guidance councilor to
provide adequate procedures for disciplining the concerned students. She should also notify the bully student's parents
or guardians so that they can discipline their child.

Scenario 2 Teacher Mary Ann, a fellow teacher whom you consider a friend, messaged you on Facebook and told you
that she will be absent tomorrow. She asked you to substitute all her five classes. Without letting you respond, she
already sent you the learning materials for her lessons tomorrow. However, you also have classes to attend and your
learners are expecting to deliver a performance task that they prepared for. What are you going to do as a colleague and
who should you direct her to?
Answer: As a fellow teacher and a friend, I must accept Teacher Mary Ann's request for assistance in determining if her
cause was an emergency or an urgent matter. First, I will counsel my buddy and tell her that our students are our
responsibility, and I will encourage her to avoid being absent, especially when there are many tasks to complete. Then
I'll enlist the services of the floating instructors, who are in charge of handling such tasks when regular teachers weren’t
able to attend the class. In addition, I will endorse the teaching resources that my friend gave to me in order to make her
teaching and handling the class easier and more effective.

Scenario 3 Lito, the class president of your advisory class, was elected as the president of the Supreme Student
Government (SSG). After three months, his subject teachers are having trouble with his class standing because of his
frequent absences and non-submission of required written and performance tasks. Lito is getting overwhelmed with the
various school activities he manages. What are you going to do as the adviser?
Answer: I will conduct a make-up class for the concerned students who are affected by the school activities so that they
can cope with the lesson and complete the needed written works and performance task.

Session 5: Common/Standardized School Forms

Key Topic 1: Adoption of School Forms and Standardization of Permanent Records Required Task 1: Preliminary Activity
Let us find out how familiar you are with school forms. Rate your level of familiarity with the school forms listed. Tick/
check your response. Choose only one answer.
ALL FAMILIAR EXCEPT SF5A&SF5B It depends on you. Check your responses

School Form (SF) 1 – School Register

SF2 – Daily Attendance Report of Learners SF3 – Books Issued and Returned SF4 – Monthly Learner’s Movement and
Attendance– Report on Promotion and Learning Progress and Achievement– End of Semester and School Year Learner
Status– List of Learners with Complete SHS Requirements SHS SF6 – Summarized Report on Promotion– School
Personnel and Assignment List and Basic Profile ES, JHS, SHS SF8 – Learner’s Basic Health and Nutrition Report, SF9 –
Learner’s Progress Report Card SF10 – Learner’s Permanent Record

Key Topic 2: The K to 12 and the New Standardized School Forms

Required Task 2: Reading Read DO 58, s. 2017 – Adoption of New School Forms for Kindergarten, Senior High School,
Alternative Learning System, Health and Nutrition and Standardization of Permanent Records. (URL, hyperlink)
READ ONLY

Key Topic 3: School Forms

Required Task 3: Scenario Analysis Identify the school forms to be utilized in the following situations.
SITUATION ANSWER FEEDBACK
Teacher Joanne is a newly hired SF 3 The SF3 form is a record of books
substitute teacher. She received a obtained by students that must be
letter that a school stakeholder retrieved at the end of the school
would like to know what reading year.
materials are needed in her class. In
order to identify the learning areas
which have limited books, what
school form shall she consult?
Mrs. Anne, a parent, came to Teacher SF2 You must present the SF2, which
Danica, a teacher-adviser, contains the attendance record of
complaining for the remarks given in your class, which can be your
the report card (SF10), “It would be evidence regarding on that student
helpful if you come to school on a who received a remark on his or her
regular basis,” the parent complained SF10.
that her child never got absent from
class. What school form should you
refer to as an evidence to support the
 remarks on SF10?
Teacher Nico is having trouble in
finding school stakeholders that
could help her class in the feeding
program. The majority of her learners
have a Body Mass Index (BMI)
outside the healthy range. What
school form informed her about this?
Parents need to be regularly
informed of their child’s academic
achievement but you failed to inform
them. What school form was not
properly issued?
Jeanne Therese, a Grade 4 student,
was accidentally hit by a car outside
the school during class hour. You
were given a complaint of negligence
on your part as a teacher. You
explained that the child was absent in
class that day. What school form
would support your testimony?
SF8 To persuade a stakeholder, you must
provide your class's SF8, which has a
record of your students' BMI, in order
to determine the students' needs
help so they will be included on the
feeding program.
SF9 Ascertain that the SF9, or learner's
report card, was updated on a
regular schedule, and that the
learner's parent was kept informed.
SF2 Because the incident occurred
outside of school, you are not
responsible for your students;
however, you must produce the SF2,
which contains your class's
attendance record and may serve as
proof that the student was absent
that day.

Required Task 4: Scanning Files Indicate which of the forms shown in the table below need/require the listed data by
putting a tick in the appropriate columns.
Data Needed SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10 School
School Name and ID SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10,
District/Division/Region SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Name of Adviser SF1 SF2 SF3 SF4 SF5 SF6 SF8 SF9 SF10
Final Rating SF9 AND SF10
LRN SF1,SF9 AND SF10,SF8
Nutritional Status SF8
Nature of Appointment/ Employment Status -SF7
End of School Year SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
Status Registered Learner as of End of the Month SF2 AND SF1
Book/Module Title SF3

Optional Task: A. Teacher Rose Ann is a facilitator in the Alternative Learning System (ALS) in their school. She was told
by the School Head to prepare the needed reports written on the table. Identify the forms that need to be prepared.
Reports Needed ANSWER FEEDBACK
Official lists of learners enrolled in AF3 AF3 refers to a record of learners who
ALS are officially enrolled in ALS classes
Basic information of individuals who AF2 AF2 refers to a Basic information
signified interest to enroll in ALS sheet of individuals who signified
interest to enroll in ALS
Record of learners after the mapping AF1 AF1 is refers a to list of mapped
activity done in community learners
Report of learners’ learning progress AF5 AF5 refer to a learners progress and
permanent record
List of candidates qualified to take AF4 AF4 refers to List of candidates
the Accreditation & Equivalency Test qualified to take the A & E Test
B. Get hold of School Forms SF1-SF 10, and AF1 –AF5. Figure out the use of each form. If you have gray areas, you may
seek the help of your mentor or any member of the School Forms Review Team (SFRT). Write your new learnings about
school forms in bullet points.
 These are the following school forms - SF1-Basic information of learners SF2 – Daily Attendance Report of
Learners SF3 – Books Issued and Returned SF4 – Monthly Learner’s Movement and Attendance– Report on
Promotion and Learning Progress and Achievement– End of Semester and School Year Learner Status– List of
Learners with Complete SHS Requirements SHS SF6 – Summarized Report on Promotion– School Personnel and
Assignment List and Basic Profile ES, JHS, SHS SF8 – Learner’s Basic Health and Nutrition Report, SF9 – Learner’s
Progress Report Card SF10 – Learner’s Permanent Record
 These are the following ALS Form- AF3 refers to a record of learners who are officially enrolled in ALS classes AF2
refers to a Basic information sheet of individuals who signified interest to enroll in ALS AF1 is refers a to list of
mapped learners AF5 refer to a learners progress and permanent record AF4 refers to List of candidates
qualified to take the A & E Test
  School forms have a variety of purposes, including assisting us in gathering accurate data about our
students, serving as a foundation for their needs, and serving as proof in the case of an incident
happened.
 school forms can use for a survey.

Session 6: Preparation and Checking of School Forms Optional Task: Preliminary Activity With your knowledge of the
school forms being prepared by the advisers, key personnel, and the school head, describe how you can be accountable,
reliable, efficient, and accurate as a teacher and as one who handles, prepares, and checks data.

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

Efficiency- You should ensure that the school forms are Accuracy- You should give correct data that accurately
well-organized and that the formulas are accurate, as shows the information required on the school form.
well as that you present accurate data.
Key Topic 1: Preparation and Checking of School Forms
Required Task 1: Reading Read DO 11, s.2018 – Guidelines on the Preparation and Checking of School Forms.
Required Task 2: True or False. Write TRUE if the statement is correct and FALSE if incorrect. If FALSE, determine the
reason/s why the statement is incorrect.
Questions Answer Feedback
Teacher Jopay, a Grade 1 teacher, FALSE She must attach the needed
prepared 2 copies of SF10-ES without supporting documents to validate the
attaching any documents for the information on the SF10
checking of her forms.
Teacher Rochelle, a Grade 7 class FALSE Sf10 is the learners permanent
adviser, could not encode the SF10- record the absences should be
JHS of one of her learners because of recorded on the SF2 – Daily
the absence of SF10-ES as the Attendance Report of Learners
attachment.
Aira finished the Grade 8 level and FALSE The transaction should be teacher to
would like to continue her studies in teacher on the said school or it can
the same school. She asked for her be also endorsed by the record
SF10 and would like to submit it to keeper.
her soon-to-be adviser.
Che-che transferred out to continue FALSE The transaction of SF10should be
Grade 11 to another school, she school to school. She was only be
needs to bring a photocopy of her able to bring a certificate of
SF10. enrollment as a proof that she
enrolled as a grade 11 student.
Upon the receipt of the written TRUE
request, Teacher Mia, the designated
record-keeper of the school,
prepared the pertinent documents of
the learner and sent it to the
requesting school
Key Topic 2: Forms to be accomplished by the Class Adviser
Required Task 2: Interview Conduct an interview with at least two teachers who have been in the profession for five
years or more and ask what they think, feel, and do before, during, and after reading and checking the forms. Write your
findings in bullet form.
BEFORE DURING AFTER
THINK  Accuracy of data  Assure that the formula and  Recheck the forms
input data are correct
FEEL  Pressured  Learning  relieve
DO  Prepare the data  Input the data with accuracy  Correct all the data
error

Required Task 3: Quiz True or False. Indicate whether the following statements are true or false.
STATEMENT ANSWER FEEDBACK
 At the end of the school year, a False It should be SF9- Learners’ progress
kindergarten teacher will prepare a report.
report on learners’ progress to
inform parents using SF10.
Information in the SF1 is consistent TRUE
with what is written in the Birth
Certificate.
The List of Graduates and TRUE
documents/ reports in relation to the
ranking of honors shall be prepared
and checked.
The learner’s academic records shall FALSE The basis should be SF1 which refers
be the basis of the adviser for to School Register
enrolling or validating the said
learner in the LIS.
SF 2 is the official enrollment list of FALSE The reference should be SF1 which
the class and shall be used as refers to School Register
reference in any other reporting that
requires the list of officially enrolled
learners
Module 2 – Relevant Laws for Teacher
Session 1: Magna Carta for Public School Teachers

Required Task 1: Policy Reading Read the Magna Carta for Public School Teachers. Write down portions in the document
that you think might be helpful as you practice your profession or those that you would like more elaborations or
clarifications on. Discuss them with your mentor. You may use the format below. An example is provided for you.
Topic and Page number
Section 11, page __ Provision for
Married Teachers
Section 12, Academic Freedom
Section 13, Teaching Hours
Queries
Could I be in the same school as my
husband/ first degree family
member?
Am I allowed to study without
informing my working school?
Am I required to go to my working
school at 7am to 4pm?
Input/Response from the Mentor/s
or from the LAC session
When possible, the proper
authorities should make every effort
to allow married couples who are
both public school teachers to work
in the same area.
Teachers must have academic
independence in carrying out their
professional responsibilities, notably
in terms of teaching and classroom
approaches without informing
anybody or asking for permission
from anyone.
Any teacher engaged in actual
classroom instruction shall not be
required to render more than six
hours of actual classroom teaching
per day, which shall be scheduled to
allow him time to prepare and
correct exercises and other work
incidental to his normal teaching
duties: Provided, however, that
where the exigencies of the service
so require, any teacher may be
required to render more than six
hours but not more than eight hours
of actual classroom teaching per day.

Required Task 2: Case Study Read the following cases with your mentor. Use the Magna Carta for Public School Teacher
as a tool to navigate and solve the problems in the given scenario.
Scenarios Issues and concern Related Provisions in the How should the matter be
Magna Carta properly resolved?
Scenario 1: Teacher Ana is Teacher Ana was active in Sec. 8. Safeguards in Teacher Ana and Teacher
a Science teacher in a postering variety of Disciplinary Procedure. Jurado should discuss the
Senior High School and has learning strategies to (D. The right to appeal issue tother with their
been very active in engage her learners but to clearly designated principal as the moderator
fostering a variety of suddenly Teacher Jurado authorities. ) for the conversation
learning strategies to found her teaching between them. After
engage her learners in techniques quite allowing them to state
learning their topics. She disturbing. their opinion principal
would mostly ask her should advice both of them
learners to do outdoor to be considerate on
activities, explore the acknowledging each of
surroundings and come up their capabilities and even
with hypotheses related to learn from each other.
their topic. Teacher Jurado, Teachers must consider
the 53-yearold Grade Level others whenever they are
Chair, found this teaching teaching to avoid
technique of Teacher Ana disturbing others.
Castro quite disturbing
since he believed that
Science could be better
learned through
experiments within
laboratories and paper-
and-pencil exams. He
raised this concern to the
principal and has asked
Teacher Castro to explain
her side of the matter
Scenario 2: Teacher Connie Teacher Connie's co- Sec. 8. Safeguards in Superiors at the school
was a newly-assigned teacher, who was just next Disciplinary Procedure. should conduct a seminar
English public school to her classroom, was not Every teacher shall enjoy to reignite teachers'
teacher in Mataas na managing the class well equitable safeguards at enthusiasm for teaching
Nayon High School, and as and was unconcerned each stage of any while also introducing new
she started to adapt in the about her students' disciplinary procedure and methods of inspiring and
new setting of the school, misbehavior. This would shall have: managing the classroom.
she noticed something in have an impact on Teacher (D. The right to appeal to They must also speak with
one of the more seasoned Connie's class. clearly designated the concerned teachers,
teachers in the same authorities. ) offering suggestions and
department whose instructions to ensure that
classroom is just next to the teaching and learning
her. Most of the time, she process is improved.
would observe the teacher
to be giving short
discussions among her
learners and would leave
them to do their own thing
while she also sat on the
teacher’s chair scrolling her
phone, not minding how
the class is misbehaving. In
turn, this would affect the
class of Teacher Connie as
the learners in the next
classroom would tend to
be noisy. When she could
no longer keep her
frustration, she went to the
classroom of her coteacher
and gently confronted her
about the situation. Then,
the other teacher
answered, “Well, this is
how I wanted to teach, I
have the academic
freedom to utilize my time
no matter how I want it.
You should try it, too” and
left Teacher Connie
dumbfounded.
Scenario 3: Teacher
Antonio is an Araling
Panlipunan Teacher in
public high school for 5
years. He is taking up his
Master’s Degree in
Demographics and now in
his final year to finish the
program. He would only
need to complete his
Thesis Study to fully
graduate from the
program. He asked to set
an appointment with the
regent of the university to
enroll himself for the final
term thinking that he will
be given the Study Leave
Allowance by the school.
The next day, he talked
with the principal about his
plans, and how he thinks
his study will also help the
school in the long run.
Scenario 4: Teacher
Sareemah moved from
Mindanao to Pampanga
and was successfully
employed to teach in a
public school. Rooted in
her Islam culture and
tradition, Teacher
Sareemah wishes to
practice her customs as a
Muslim, like not eating
pork, wearing her hijab
when going to school, and
praying five times a day.
However, at the beginning
of the school year, she
realized that the Grade
Level Coordinator gave her
a class schedule that
conflicts with her prayer
time at Duhor (midday).
Scenario 5: Teacher Alonzo
saw his photo being shared
in social media by one of
the influential TV programs
that hails itself as the
program that gives justice
to the poor and
disadvantaged. As he
clicked the link of the
program, there on his
screen was the interview
with one of his learners
who told the host that her
teacher, pertaining to
Teacher Alonzo, didn’t give
her the chance to make up
for all her missed quizzes
and was ridiculed by him in
Teacher Antonio was Sec. 12. Academic
asking to set an Freedom.
appointment with the Sec. 24. Study Leave
regent of the university to
enroll himself for the final
term to finish Master’s
Degree thinking that he will
be given the Study Leave
Allowance by the school.
Teacher Sareemah was a Sec. 27. Freedom to
muslim who wished to Organize.
practice her costoms as a
muslim, but the Grade level
coordinator gave her a
class schedule that conflicts
with her prayer time at
Duhor (midday).
Teacher Alonzo was
enraged by the false
accusations of the student
until he received a call from
his principal and asked him
to explain the matter to his
office.
Sec. 8. Safeguards in
Disciplinary Procedure.  disclose the situation to his
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
Teacher Antonio should be
able to use academic
autonomy in carrying out
his professional
responsibilities, particularly
in terms of teaching and
classroom methods. The
principal must grant
Teacher Antonio's request
and provide the necessary
documentation and
records, since it is his right
and will benefit their
school.
Teachers in public schools
have the freedom to form
and join organizations of
their choice, whether local
or national, to develop and
defend their interests
without prior
authorization. Teacher
Sareemah must inform
both her Principal and
Grade Level Coordinator
and ask if it is possible to
consider her religious
beliefs when making a
schedule.
Teacher Alonzo should
Principal and take the
required steps to handle
the problem, including
gathering evidences,
defending himself, and, if
necessary, using his right to
appeal to clearly defined
authority.
front of the class. Knowing time being given to the
the truth, Teacher Alonzo teacher for the preparation
was enraged by the false of his defense; and
accusations of the student d. the right to appeal to
until he received a call from clearly designated
his principal and asked him authorities.
to explain the matter to his
office since they are being
pressured by the TV
program to give his
statement.
Scenario 6: After strong They created an Sec. 27. Freedom to Teachers at public schools
typhoons that caused organization that promotes Organize. have the freedom to form
multiple damages on the helping the families and join groups of their
production of the affected by the typhoon choice, whether local or
commodities in their area and able to raise more than national, to advance and
farmed and tilled by the P100,00O which is more protect their interests
parents of the learners of than enough to help their without prior
Teacher Carla, she felt target number of families. authorization. This implies
compelled to do something She even encouraged her that their response to the
to help them, particularly co-teachers to participate typhoon's victims was both
in providing for their on the pond raising and appropriate and brilliant.
essential needs. But as she utilize the power of social They might also utilize it to
checked on her funds, she media. attract additional
realized that it would not stakeholders to their
even suffice for the needs school, which could be
of three families, so she beneficial to their
thought hard and looked educational initiatives.
into her social media about
some relief operations
being done by organizing a
donation fund. After this,
she immediately messaged
her co-teachers who are
also living within the area
and asked them to
contribute. Until
eventually, they were able
to come up with a group
name, created an
announcement banner
which they posted on their
social media accounts, and
started to reach out to
different individuals and
organizations to help them
in their cause. At the end of
their target date, they were
able to raise more than PhP
100,000.00, which they
utilized in buying the needs
of more than 50 farmers
and their families.
Scenario 7: Teacher Justine Teacher Justine felt uneasy Sec. 25. Indefinite Leave. Teachers in public schools
is excited about giving birth and troubled because she are not required to work
to her first baby as a was worried that she won’t during vacation;
public-school teacher for be able to avail the full nevertheless, in the case of
just over three years in benefits of maternity leave Teacher Justine, it may be
Macalintal National Science since she gave birth during favorable that she gave
High School. She is in the the vacation season, which birth before her due date,
third trimester of her was prior on her target as she may utilize the
pregnancy and is expecting date to use her maternity vacation days to heal
to give birth in the month leave. properly and then enjoy
of June, which she thought her paid maternity leave
 is the perfect time to use without reporting to her
her maternity leave and school. If she manages to
avail its full benefits. report on the first day of
However, due to some the school year in June, she
pregnancy issues, she may be eligible for a
started to feel labor double pay income for the
contractions early May, month of May.
which is still technically
part of the vacation season
of the school. A few days
after giving birth, Teacher
Justine felt uneasy and
troubled because she was
worried that she won’t be
able to avail the full
benefits of maternity leave
due to the fact that she
gave birth during the
vacation season.

Required Task 3:
Essential question: How does the Magna Carta for Public School Teachers impact my professional duties as a teacher?
Provisions in the Magna Carta for Implications for your professional Notes from the LAC session
Public School Teachers duties as a teacher
1. Section 13. Teaching Hours. Any This section on Magna Carta for Any teacher engaged in actual
teacher engaged in actual classroom Public School Teachers has the classroom instruction shall not be
instruction shall not be required to following implications for my required to render more than six
render more than 6 hours of actual professional obligations as a teacher: hours of actual classroom teaching
classroom teaching per day. I may utilize my excess time to per day, which shall be scheduled to
Provided, however, that where the prepare for my next class and even allow him time to prepare and
exigencies of the service so require, settle all my ancillaries to maintain a correct exercises and other work
any teacher may be required to healthy routine as a teacher. This also incidental to his normal teaching
render more than 6 hours, but not assists me in dealing with other duties: Provided, however, that
exceeding 8 hours of actual teaching issues such as family matters and where the exigencies of the service
hours a day. others. The teaching and learning so require, any teacher may be
process can also be simplified if we required to render more than six
employ tactics that promote learning. hours but not more than eight hours
of actual classroom teaching per day.
2. Section 10. No Discrimination. Despite the fact that I am a There should be no prejudice in
There shall be no discrimination (i.e., professional teacher, I am free to entering the teaching profession,
gender, cultural, religious, disability, practice my religious and cultural practicing it, or terminating it based
etc.) whatsoever in the entrance to views. Because there are no on anything other than professional
the teaching profession, and/or limitations, we may be able to apply considerations.
during in exercising its duties or even our strengths and expertise in
in the termination of tenure in teaching.
service.
3. Section 27. Freedom to Organize. We may organize an organization to Teachers in public schools must have
Public school teachers shall have the assist us in meeting the needs of our the freedom to form and join
right to freely and without previous students, as well as the school and its organizations of their choice,
authorization both to establish and to surroundings. Promotes activities whether local or national, to develop
join organizations of their choosing, that will benefit both our students and defend their interests without
whether local or national to further and ourselves as instructors. prior authorization.
and defend their interests.
4. Section 8. Safeguards in If necessary, we can defend our At each level of any disciplinary
Disciplinary Procedure. Every teacher instructional methodologies and proceeding, every teacher is entitled
shall enjoy equitable safeguards at other techniques. When our to the following protections:
each stage of any disciplinary profession is threatened, we have the
procedure and shall have: a. the right right to defend ourselves. a. the right to have the charges
to be informed, in writing, of the written down.
charges; b. the right to full access to b. complete access to the case's
the evidence in the case; c. the right evidence.
to defend himself and to be c. the right to defend himself and be
defended by a representative of his 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.
5. Section 24.  Study Leave.  In
addition to the leave privileges now
enjoyed by teachers in the public
schools, they shall be entitled to
study leave not exceeding one school
year after seven years of service.
Such leave shall be granted in
accordance with a schedule set by
the Department of Education. During
the period of such leave, the teachers
shall be entitled to at least sixty per
cent of their monthly
salary: Provided, however, That no
teacher shall be allowed to
accumulate more than one year
study leave, unless he needs an
additional semester to finish his
thesis for a graduate study in
education or allied courses: Provided,
further, That no compensation shall
be due the teacher after the first year
of such leave. In all cases, the study
leave period shall be counted for
seniority and pension purposes.
If the time comes for us to be eligible
for this type of leave, it will be a huge
aid in finishing our studies, which will
greatly benefit us, as well as a benefit
to the school when we return to
teach.
choosing and/or by his organization,
with sufficient time granted to the
teacher to prepare his defense; and
d. the ability to appeal to authorities
who are clearly identified
Teachers in public schools will be
eligible to study leave of up to one
school year after seven years of
service, in addition to the current
leave entitlements. Such leave will be
given in accordance with the
Department of Education's timetable.
Teachers shall be entitled to at least
60% of their monthly salary during
the period of such leave; provided,
however, that no teacher shall be
allowed to accumulate more than
one year of study leave unless he
requires an additional semester to
complete his thesis for a graduate
study in education or allied courses;
and provided, further, that no
compensation shall be due to the
teacher after the first year of such
leave.

Session 2: The Code of Ethics for Professional Teachers Key Topic 1: Code of Ethics for Professional Teachers

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

What did you learn about the discussion with your mentor? Did your perspective change when you discussed the
scenario with your mentor?
Answer: We may define our boundaries in our obligations and responsibilities by being aware about the Magna Carta for
Public School Teachers. If necessary, I've used the laws to defend myself, and because of the discussion with my mentor
I realized how fortunate I am to be a public-school teacher.

Key Topic 2: Provisions of the Code of Ethics for Professional Teachers

Scenario 2: Teacher Ronnie has been teaching for the last five (5) years in a public elementary school. Every time his
principal asked him to attend a training, he would always decline and give several reasons and alibis why he couldn’t
attend. What possible actions should be done by the school if he continuously refuses?
Answer: Teacher Ronniie needs to be counseled on his responsibilities and duties as a public-school teacher. His bosses
must speak with him and provide guidance so that he understands the advantages of participating in a seminar. In fact,
he was fortunate to be included because the conference he would attend will allow him to learn new things. based on
the Magna Carta for public school teachers’ section 7, Code of Professional Conduct for Teachers. Teachers must be
professional in his action and words.

Scenario 3: Malaban National High School is scheduled to hold its Reading Camp on a Saturday. Teacher Dina, who is
enrolled in a Master’s degree program, informed the principal that she could not make it as she needs to take her
comprehensive examination. Prior to the school’s Reading Camp, Teacher Dina already expressed her intent to take a
leave from the Reading Camp. The principal also knew that she has classes every Saturday. However, due to the work
demands of the Reading Camp preparations, she requested Teacher Dina to render her service on that day. The School
Head told her that she could help her get permission from the university to take a leave and reschedule her
comprehensive examination. Choose the best answer in the scenario below.

Prompt Answer Feedback

If you were in the situation of d. I will negotiate with the principal Think of the most plausible solution
Teacher Dina, what would you do? and tell her that I need to take the that could be equally beneficial to
a. I will just pronounce my absence examination. To recompense my both parties. The school principal has
during the Reading Camp without absence, I will offer to invite an the authority to decide which options
having the principal’s permission. external resource person that could are best in a particular situation. In
b. I will follow the advice of my help in the success of the Reading the same way, as a proactive teacher,
principal and request for an excuse Camp. present options that align with your
letter that I can give to the university. values as educators and find a
c. I will negotiate with the principal common ground. (refer to Article VII
and tell her that I need to take the Section 1 and Section 3 of the Code
examination in order to proceed to of Ethics for Professional Teachers)
my master’s thesis. In exchange, I will
offer to render extra service in lieu of
the day when I can’t render service.
d. I will negotiate with the principal
and tell her that I need to take the
examination. To recompense my
absence, I will offer to invite an
external resource person that could
help in the success of the Reading
Camp.
Which of the following provisions in b. Sections 1 and 3 of Article VII (the scenario refers to Article VII
the Code of Ethics for Professional Section 1 and Section 3 of the Code
Teachers covers the particular of Ethics for Professional Teachers)
scenario?
a. Sections 1 and 2 of Article VI
b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

Required Task 1: Case Study Read the following cases with your mentor. Use the Code of Ethics for Professional Teachers
as a tool to navigate and solve the problems in the given scenario:
Provisions in the Code of Ethics for Implications for your professional Notes from the LAC session
Professional Teachers duties as a teacher
Scenario 1: Teacher Suzette is a new To maintain a healthy habit, you Teachers are not required to provide
teacher in Mapayapa High School and must examine and manage your time more than six hours of real classroom
was appointed as the Campus effectively. If necessary, you may instruction each day, according to the
Journalism advisor while also enlist the assistance of your Code of Ethics for Professional
handling a Grade 9 advisory class. coworkers to fulfill your obligations Teachers, any teacher may be
She always arrives early for her and responsibilities without required to render more than six
morning classes and leaves school exceeding your working hours. hours but not exceeding eight hours
late in the afternoon to finish Teachers are not required to provide of actual classroom teaching a day
coaching studentjournalists. Her more than six hours of real classroom
mentors and colleagues always instruction each day, according to the
remind her that she should work Code of Ethics for Professional
smartly and avoid staying at school Teachers, therefore you must
very late. manage your time to prevent leaving
the school late and maybe disturbing
your coworkers.
Scenario 2: Teacher Arthur is a first- After the discussion about the Any teacher engaged in actual
year HUMSS teacher who teaches graduation ceremony, Teacher Arthur classroom instruction shall not be
primarily Grade 12 learners. At the
end of the year, several of the seniors
invited him to a graduation party
including some teachers. His students
wanted their teachers to join the
party to celebrate the graduation of
their batch. The Faculty Coordinator
called a meeting to discuss the
graduation ceremony. Majority of the
faculty decided not to go but your
students are pleading for you to
come.
Scenario 3: Teacher Larry is a Grade
10 Science teacher. He had been
struggling financially since her wife’s
deposition from work. The parents of
one of his students asked Teacher
Larry to tutor their daughter since
they found out that she failed her
periodical exam. However, the School
Head stressed that teachers should
not offer tutoring services to their
learners for remuneration.
Scenario 4: Teacher Eli, a 55-year-old
Grade 11 English teacher had been
struggling with her finances for the
previous months since she had
applied for a loan which she used for
her health maintenance and the
renovations of their house. Finding
herself in the difficult situation, she
had an idea of doing buy-and-sell to
her neighbors, but it did not suffice
so she searched for other
opportunities and she identified her
learners as one of her markets. Every
15 minutes before the end of class,
she would bring out her rummage of
items that she sells to learners and
would tell them that if they do not
buy at least 2 items, she will not give
them a passing mark. And so, the
learners buy her items until one day,
she has been reported by one of the
learners to the principal’s office and
was called up for interrogation.
Scenario 5: Raya was a slow learner
in almost all of the subject areas,
especially Mathematics. While
discussing linear equations, her
teacher called her up to answer one
of the equations. She went close to
may go to his students' party to required to render more than six
celebrate their graduation. For the hours of actual classroom teaching
meeting to be only a few hours, per day, which shall be scheduled to
instructors will not be needed to allow him time to prepare and
work for more than six hours, and if correct exercises and other work
they are asked to stay longer, it will incidental to his normal teaching
only be for a few hours. Principals are duties: Provided, however, that
constantly mindful of the rules where the exigencies of the service
concerning working hours. so require, any teacher may be
required to render more than six
hours but not more than eight hours
of actual classroom teaching per day.
Larry, the teacher, may be able to Co-curricular and out-of-school
pursue other jobs to supplement his activities, as well as any other
family's income. He must activities outside of what is defined
recommend a buddy who is capable as a teacher's normal duties, shall be
of tutoring the pupil. And, if he truly compensated at least 25% of his
intended to aid the student, he may regular remuneration after the
provide a remedial session and teacher has completed at least six
examination for those who had a hours of actual classroom teaching
poor grade on the quarterly exam. per day, notwithstanding any
Co-curricula and out-of-school provision of existing law to the
activities, as well as any other contrary.
activities outside of what is defined
as normal duties of any teacher, shall
be paid an additional compensation
of at least 25% of his regular
remuneration after the teacher has
completed at least six hours of work,
notwithstanding any provision of
existing law to the contrary.
However, he must comply with the
Principal's rule that teachers not
charge for tutoring services provided
to their students.
Teacher Eli should not use her Students can only be involved in
position as a teacher to persuade business if the instructor and school
students to buy her products; have followed the proper procedure
instead, she should follow the for collaboration. A teacher may only
school's existing rules if such provide services that are connected
behavior is prohibited, and on the to the learning process and is only
other hand, she should consider entitled to a 25% extra pay. And do
starting a new business that will not not use your position to promote
potentially ruin her profession, your business.
particularly when students are
involved. She could just conduct her
business outside of the school after
her duties on the school, so as not to
compromise her career.
Teacher Reya must maintain a Maintain a healthy atmosphere to
healthy atmosphere for her students, your learners.
which includes preventing bullying.
She should teach them not to laugh
with their classmates while they are
doing their best. They must instead
 the board trying her hardest to assist their classmates in learning and
answer the calculations but was not coping with the topic. She must carry
able to write the correct answer. out her obligations and
When she presented her equation to responsibilities as a teacher to
her teacher, she saw her classmates provide a safe and healthy learning
laugh. She felt very embarrassed. environment for the students, as
described in the teacher's code of
conduct.
MY PLEDGE OF COMMITMENT I,______________________, of ___________________ having been appointed to the
position of ____________________ ____________ solemnly swear that I will well and faithfully discharge to the best of
my ability the duties of my present position and of all others I may hereafter hold under the Republic of the Philippines,
that I will support and defend the Constitution of the Philippines, that I will bear true faith and allegiance to the same
that I will obey the laws, legal orders and Decrees promulgated by the duly constituted authorities of the Republic of the
Philippines and that I impose this obligation upon myself voluntary without mental reservation or purpose of evasion.

Required Task 2: Answer the following questions Now that you are done reading and analyzing the different provisions
and articles specified in the Code of Ethics for Professional Teachers, please share your insights focusing on the learning
that you gained from this session and at the same time, other information that you think is necessary to understand the
Code of Ethics. Discuss with your mentor.

What are your significant learnings?

Answer: As a result of teachers' contributions to the nation's development, legislation was created to protect the
welfare of public school teachers and to promote, improve, and ensure their professional rights. Teachers are protected
by regulations that may confine us but also encourage us in maintaining our personalities, acting professionally, and
setting a good example for our students.

How will these learnings be of help to you as a teacher?

Answer: The Magna Carta for Public School Teachers will aid us in our efforts to enhance our social and economic
condition as public school teachers, including our living and working circumstances, job opportunities, and career
possibilities.

What other information related to the Code of Ethics do you want to know? Please elaborate. How will these learnings
be of help to you as a teacher?
Answer: (Depends on your interest)
Teacher must model strong character traits , including perseverance ,honestly ,respect,lawfulness,fairness
patience and unity.Educator must commit wholly to the teaching profession itself. These learning help me to know our
primary responsibilities to our students and defines our role .It serves as a guide to exhibit proper behavior to the
learning community all the times.