COURSE 5
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
developments brought by this the succeeding public education
time/period?) system?)
The system of education was During this time, important
informal, unorganized, and lack of knowledge was given top priority.
methods. Less emphasis was
placed on the three R's and more
was placed on vocational training
for children by their parents and in
the homes of tribal tutors.
The Spanish missionaries took the Education becomes more formally
position of the native tutors. organized under the control of the
Spanish colonial government
The focus of education was on
religion.
In particular during the first few
decades of Spanish colonization, it
was for the elite. The Educational
Decree of 1863, which was
eventually enacted, liberalized
Filipinos' access to education.
During that time, education was
subpar, restricted, and regulated.
Allowed it to reach the Filipino All public schools now only offer
people and disseminate its cultural instruction in English.
values, particularly the English
language. The teaching of English
and American history contributes
to the development of Filipino
nationalism and a sense of national
identity.
Throughout this historical period, Through the adoption of a
education and contemporary curriculum that meets the demands
society have been mutually of the modern world. Because of
dependent. National societies which the institution will create
anticipate that their educational competent students.
systems will support the
development and maintenance of
the distinctive and highly valued
characteristics of their societies
and offer educational opportunities
that will enable their citizens to
contribute productively to their
communities and the global
community.
Required Task: Reflection Questions Answer the following reflection questions below based on the excerpts.
1. What educational practices observed in the historical stages of development are the foundational
elements of education in the Philippines.
The history claims that the people's culture had been influenced by Philippine schooling. Public schools,
which are owned and managed by the state, and private schools, which are owned and managed by
private persons or corporations, make up the educational establishments.
2. Which turning point in the history of the public education system has huge implications in the
development of the Department of Education?
The Filipino people were exposed to American cultural ideals, particularly the English language, thanks
to American colonial rule. The teaching of English and American history contributes to the development
of Filipino nationalism and a sense of national identity.

3. What are the implications of the trifocalization of education in the administration and management of
education in the Philippines?
In order to properly focus on (i) basic, (ii) training and vocational, and (iii) higher education, education
was trifocalized (or trifocalized). It has made efforts to give all children free access to fundamental
public education as part of its commitment to attaining universal primary education.

Required Task : Writing Task Answer the following questions. You may answer each item in 4-7 sentences.
1.As part of the DepEd, how can you contribute to successfully implement programs of the Department and
carry out its purpose and objectives? Give specific ways and examples.
As a member of the DepEd institutions, I will give my students a thorough delivery of the teachings and
ensure that the plans, programs, and projects are being well watched.
2. RA No. 9155 states that “the school shall be the heart of the formal education system.” How does this
statement relate to you as a teacher and as a part of a larger organizational landscape?
This remark suggests to me as a teacher that the school is at the core of the teaching and learning process
and that both the teacher and the school should have the same goal of giving all students the finest
education possible. Teachers have a responsibility to give pupils learning opportunities that are
appropriate for them and to help them get ready for the difficulties of a world that is always changing. In
addition to seeking ongoing professional development, teachers should abide by the institution's norms in
order to deliver high-quality instruction.
3. Write down the best practices being implemented in your school that align with the provisions stated in RA
No. 9155. Share it with your mentor/colleagues.

(You can revise the answer below, based on the best practices implemented in your school.)

Our School Best Practices:

1. Dry run of Modular Delivery
2. Remote enrollment
3. Online Reading Assessment using PHI-IRI Materials
4. Online Class
5. Weekly Kamustahan and Orientation with the Parents and Pupils
6. Conduct of Home visitation to pupils at risks
7. Continuous professional development
Preliminary Activity: KWL Chart Complete the chart below. List down the things you already know about the
DepEd management structure on the first column. On the second column, list down the things that you want to
know about the DepEd organizational structures. Finally, synthesize your new understanding after this session
by listing down things you learned about the DepEd Organizational Structures.

KNOW WANT LEARNED

(What you Know) (What you want to know) (What you have learned after
the session)

● DepEd is organized by the
two structures: a) Central
Office b.) Field Office
● Why is it three government ● I've learned that the DepEd
agencies manage the institution won't operate
different level of well without these
education? The DepEd, structures.
CHED and TESDA? Why
not only one government?

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: To achieve our strategic plan for improvement in every school, especially in light of the shifting
requirements and demands of our society, the Department of Education has to be restructured. In a
similar vein, the department of education must redesign the system in light of the present epidemic to
address the issue.
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 serve as a manual for educators as they adapt instructional norms, standards, and
procedures to satisfy the current demands on the educational system. Additionally, it will teach all
teachers how to employ strategies to make their work simpler and more effective.
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 Answers Feedback

Teacher Jeanne is a “teacher to the The Department of Education's By following the right procedures
barrio” who is dedicated to Finance and Administration and contacting the Governance
providing basic education to the organizational strand, which is in and Operation strand for
pupils in a geographically isolated charge of ensuring the assistance, Teacher Jeanne's
community in her province. She effectiveness to support the difficulty and worry can be
was deployed to educate the pupils organization as a whole to focus resolved.
with a parallel module to that of on its core business and
formal elementary education but in subsequently achieve its goals
a relatively informal setting and through the provision of finance
schedule and administrative services, is the
specific DepEd organizational
strand that will promote or can
help Teacher Jeanne's condition.
 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 Answer
To ensure access, promote equity, Governance and Operations
and improve the quality of basic
education in the regions and the
school’s divisions by taking the
lead in policy and direction
The specific DepEd organizational
strand that will support or be of
assistance to Teacher Jonnalyn is
the finance and administration
one. This strand makes sure that
the organization as a whole is
efficient in order to support the
organization's overall focus on its
core business and achieve its goals
by providing finance and
administrative services.
The specific DepEd organizational
strand that will promote or can
help Teacher Arvin's concern is
the Curriculum and Instruction
strand, which is in charge of
making sure the organization
concentrates on delivering a basic
education curriculum that is
pertinent, responsive, and effective
and around which all other strands
and offices provide support.
The office that can help Teacher
Edith is the Department of
Education's Legal and Legislative
Affairs strand, which is in charge
of strengthening the department's
ability to handle legal issues and
being proactive in advancing its
legislative agenda.
The Office of the Secretary, a
division of the Department of
Education, offers overarching
national leadership and guidance.
The OSec includes organizations
that support and are attached to
DepEd. is the department who can
help Teacher Nannete
The office may be able to assist
Teacher Jonnalyn with her issue
by providing financial advice and
help. For the said office to conduct
and offer programs to address this
type of issue, the scenario
presented by teachers Jonnalyn
might also be taken into
consideration.
The Department of Education's
curricula and Instruction strand
can create programs and curricula
that will fulfill the needs of the
students without interfering with
the availability and schedule of
students or teachers with the help
of Teacher Arvin's
recommendations or concerns.
For a seamless and effective
promotion procedure, Teacher
Edith needs to be made aware of
the necessary paperwork and
credits. By holding an orientation
or even presenting a list of the
necessary documents, Legal and
Legislative Affairs should make
sure that all teachers are aware of
this issue in order to prevent
misconceptions.
Teacher Nannete should wait for a
directive from higher authority or
the DepEd Organization's Office
of the Secretary before canceling
classes due to inclement weather.
She must first protect her pupils
from harm by never leaving them
unattended, especially in bad
weather.
Feedback
The thread of governance and
operations guarantees the
organization's ability to
continuously develop and be
strategic in managing the setting in
setting, standard-setting and
enforcement, partnership building,
and networking with stakeholders
of education, and by effectively
and efficiently managing the
financial, human, and physical
resources of the region
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 Policy, Planning & Research
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.
Curriculum and Instruction
Finance
Field Technical Assistance
Policy, Planning & Research
which "teaching and learning"
takes place.
The strand of curriculum and
instruction makes ensuring that the
organization is focused on
delivering a basic education
curriculum that is current,
responsive, and successful, around
which all other strands and offices
provide support.
Through the provision of financial
and administrative services,
finance is the strand that
guarantees the effectiveness to
support the company as a whole in
focusing on its core business and
achieving its goals.
The strand of Field Technical
Assistance provides the
organization's capacity to
continuously grow and be strategic
in controlling the environment for
"teaching and learning."
By assessing, monitoring, and
evaluating their performance in
order to inform decision-making
and steer policy directions in the
region toward continuous
development, the policy, planning,
and research strand makes sure
that the region and school
divisions are meeting the
requirements for a fundamental
education.
To assist the region in
implementing education plans,
policies, and standards in all areas
of basic education, the Policy,
Planning, and Research strand
conducts research studies and
maintains Regional Education
Planning and Data Management

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 Administrative
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.
To provide advice to the Regional Finance
Director on the financial resource
of the region and provide services
in budgeting, accounting,
reporting, and coordinating with
government oversight agencies.
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
Teacher Alyssa conducted and
finished writing her action
research in the conduct of their
Continuous Improvement Plan
(CIP) in eradicating the number of
non-numerates in their school. She
submitted it to the SDO for
assessment
Teacher April is having a hard
time managing her class because
her schedule is in the last period
before class dismissal. She then
seeks help from the head teacher
and colleagues for some advice.
Upon learning about Teacher
April’s struggles, the head teacher
found it necessary to provide a
classroom management training
for teachers
Teacher Michael is the schools’
DRRM Coordinator. He prepares
and submits situation reports to the
SDO on any hazard affecting the
school operations such as flood,
conflict, fire, among others, and
Systems.
Human Resource Development By offering effective training to
boost professional competences
and organizational performance,
the human resource development
strand provides competent
individuals and staff at regional
and school division offices.
The administrative strand includes
activities related to personnel,
records, mail delivery, supplies,
equipment, collecting, and
distribution as well as reporting to
oversight authorities.
The department of finance
provides budgeting, accounting,
reporting, and cooperation with
governmental oversight agencies
as well as advice to the regional
director on the region's financial
resources.
Answer Feedback
SGOD The fact that it involves planning
and study led to its classification
as SGOD.
SGOD Because it needs assistance from
the domain of human resources
development, it was subordinated
to the SGOD.
SGOD Given that it discusses educational
facilities, it was categorized as
SGOD.
 provides realtime updates to the
SDO.
Teacher Angel, an English teacher, CID Since the situation was about the
seeks help through setting a instructional management
preconference meeting with her component, CID was applied to it.
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 The scenario was regarded as CID
Room Examiner in the conduct of because it discussed the Direct
the National Achievement Test. Instructional Supervision Part.
He 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?
Knowing the DepEd organization structure and school processes will help me perform my duties as a
teacher more efficiently. It is essential for a teacher to comprehend the department of education structure
and the school processes to know how learning policies, plans, and programs are implemented.

2. Why should a teacher know who to approach in addressing concerns related to his or her duties
Knowing who to contact when I have questions about performing my obligations as a teacher is crucial
because it enables me to carry out my tasks 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 example illustrates the tasks
make sure that learners and and obligations of a
teachers access the place where librarian/LRMDS coordinator.
reading materials and learning
resources are kept. He also crafts a
schedule of the classes that could
visit the place. He coordinates
with the School Head for the
selection, acquisition,
organization, and maintenance of
reference and reading materials.
Teacher Lorrine is handling a case Guidance Counselor The scene depicts the guidance
of some Grade 7 learners who counselor taking action against
were caught cheating by their cheating students.
adviser. She calls the attention of
the parents and reports to them
what the learners did. Since it is
 the first incident, the learners are
reprimanded and reminded of the
importance of honesty and of not
cheating.
Teacher Steffi is conducting a Subject/Learning Area The scenario shows the tasks and
career guidance and advocacy Coordinator/ Department Head obligations of a subject/learning
seminar to Grade 12 learners area coordinator and department
focusing on the four exits head.
envisioned for SHS graduates—
namely, higher education,
entrepreneurship, employment, or
middle-level skills development.
Afterward, she gives them a
survey to answer on what they
plan for their career development
after SHS.
Mark Anthony is preparing a Administrative Officer The scene depicts an
budget plan for the continuous administrative officer's duties.
improvement of the school for the
month of August. He is also
preparing the financial report for
the month of July. Both reports are
subject to the approval of the
School Head
Miss Rhea prepares the receipt, Property Custodian Miss Rhea's actions demonstrated
issuance, maintenance, and the responsibilities and duties of
safekeeping of supplies, materials, the school's property custodian.
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: She needed to ask the science teacher if she could make it to class on time in order to stop such
bullying among the students. On the other hand, she needed to enlist the guidance counselor's help in
order to set up suitable sanctions for the kids in question. In order for them to reprimand their child, she
should also inform the parents or guardians of the bully pupil.
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: I must agree to Teacher Mary Ann's request for help in evaluating if her situation was an
emergency or an urgent concern because we are friends and fellow educators. First, I'll advise my friend
to avoid missing class, especially when there are numerous duties to perform, and I'll remind her that our
kids are our obligation. The floating instructors are in charge of managing such jobs when regular
teachers are unable to attend the class, therefore I will then enlist their assistance. I'll also recommend
the instructional materials my buddy supplied me so she could manage the class and teach the lesson
more easily and effectively.

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: For the worried students who are impacted by the school activities, I will hold a make-up class
so they can manage the lesson and finish the required written works and performance tasks.

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 serves as a record of
substitute teacher. She received a the books that students have
letter that a school stakeholder borrowed and must be picked up at
would like to know what reading the end of the academic 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 SF2 To prove that a student received a
Teacher Danica, a teacher-adviser, comment on his or her SF10, you
complaining for the remarks given must show the SF2, which
in the report card (SF10), “It contains the attendance record for
would be helpful if you come to your class.
school on a regular basis,” the
 parent complained that her child
never got absent from class. What
school form should you refer to as
an evidence to support the remarks
on SF10?
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 In order to convince a stakeholder
that the students need assistance so
they may be added to the feeding
program, you must present your
class's SF8, which contains a
record of your students' BMI.
SF9 Ascertain that the learner's parent
was informed of any updates to the
SF9, or report card, on a regular
basis.
SF2 You are not liable for your
students because the incident took
place outside of school; however,
you are required to present the
SF2, which contains your class's
attendance record and may be used
as evidence that the kid was
missing 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 A list of students who are formally
ALS registered in ALS classes is known
as AF3.
Basic information of individuals AF2 A basic information sheet of those
who signified interest to enroll in who expressed interest in enrolling
ALS in ALS is referred to as an AF2.
Record of learners after the AF1 The term "AF1" refers to a list of
mapping activity done in mapped learners.
 community
Report of learners’ learning AF5 A learner's progress and
progress permanent record are referred to as
AF5.
List of candidates qualified to take AF4 List of Candidates Qualified to
the Accreditation & Equivalency Take the A & E Test is referred to
Test as AF4.
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 serve a number of functions, including helping us acquire correct information on our
children, laying the groundwork for understanding their needs, and acting as documentation in the event
that an incident occurs.
● 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 in charge of gathering Reliability- Data that is reliable and constant across
reliable data that is up to date and correct on your all school forms should be provided.
pupils, as well as making sure that the data is
consistent across all school forms.
Efficiency- The organization and accuracy of the Accuracy- The information you provide should be
calculations on the school forms, as well as the accurate and reflect the details requested on the
accuracy of the information you provide, should all school form.
be checked.
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 include the required
prepared 2 copies of SF10-ES supplemental materials to support
without attaching any documents the information on the SF10
for the checking of her forms.
Teacher Rochelle, a Grade 7 class FALSE The SF2 - Daily Attendance
adviser, could not encode the Report of Learners should be used
 SF10-JHS of one of her learners to record absences since it is the
because of the absence of SF10- learners' permanent record.
ES as the attachment.
Aira finished the Grade 8 level and FALSE The transaction must be between
would like to continue her studies teachers at the specified school,
in the same school. She asked for though the record keeper may also
her SF10 and would like to submit endorse it.
it to her soon-to-be adviser.
Che-che transferred out to FALSE SF10 should be exchanged from
continue Grade 11 to another school to school. She was only
school, she needs to bring a permitted to carry a copy of her
photocopy of her SF10. enrollment certificate to show that
she registered 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 ● Assure that the formula and ● Recheck the forms
data 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’
kindergarten teacher will prepare a progress report.
report on learners’ progress to
inform parents using SF10.
Information in the SF1 is TRUE
consistent 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 FALSE The basis should be SF1 which
shall be the basis of the adviser for refers to School Register
enrolling or validating the said
learner in the LIS.
SF 2 is the official enrollment list FALSE The reference should be SF1
of the class and shall be used as which 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
The appropriate authorities should
make every effort to permit
married teachers who work in the
same public school district to do
so.
Academic independence is
necessary for teachers to fulfill
their professional obligations,
especially when it comes to
choosing their own teaching
methods and asking no one else
for approval.
However, where the needs of the
service so demand, any teacher
may be required to render more
than six hours of actual classroom
teaching per day, as long as it
doesn't exceed eight hours. 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.

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
Magna Carta be properly resolved?
Scenario 1: Teacher Ana To engage her students, Sec. 8. Safeguards in Teacher Ana and Teacher
is a Science teacher in a Teacher Ana was Disciplinary Procedure. Jurado ought to talk
Senior High School and actively posting a range (D. The right to appeal about the matter together,
has been very active in of learning ideas, but to clearly designated using their principal as
fostering a variety of suddenly Teacher Jurado authorities. ) the mediator. The teacher
learning strategies to found her methods of should advise both of
engage her learners in instruction rather them to be considerate in
learning their topics. She troubling. recognising each other's
would mostly ask her abilities and even learn
learners to do outdoor from one another after
activities, explore the allowing them to express
surroundings and come their opinions. To
up with hypotheses prevent upsetting others,
related to their topic. teachers must always
Teacher Jurado, the 53- take other people into
yearold Grade Level account when they are
Chair, found this teaching.
teaching technique of
Teacher Ana Castro quite
disturbing since he
believed that Science
could be better learned
through experiments
within laboratories and
paper-and-pencil exams.
He raised this concern to
the principal and has
asked Teacher Castro to
explain her side of the
matter
Scenario 2: Teacher The co-teacher next next Sec. 8. Safeguards in The school's
Connie was a newly- to Teacher Connie's Disciplinary Procedure. administrators should
assigned English public classroom was Every teacher shall enjoy host a seminar to
school teacher in Mataas mismanaging the class equitable safeguards at rekindle instructors'
na Nayon High School, and showing little care each stage of any passion for their work
and as she started to for the misbehavior of disciplinary procedure while also offering fresh
adapt in the new setting her children. This would and shall have: approaches to motivating
of the school, she noticed affect Teacher Connie's (D. The right to appeal and controlling the
something in one of the class in some way. to clearly designated classroom. To ensure that
more seasoned teachers authorities. ) the teaching and learning
in the same department process is improved, they
whose classroom is just must also communicate
next to her. Most of the with the worried
time, she would observe teachers, providing
the teacher to be giving advice and directives.
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 Teacher Antonio wanted Sec. 12. Academic In order to fulfill his
Antonio is an Araling to schedule a meeting Freedom. professional obligations,
Panlipunan Teacher in with the university regent Sec. 24. Study Leave teacher Antonio should
public high school for 5 so that he could enroll for be permitted to exercise
years. He is taking up his the last term of his academic autonomy,
Master’s Degree in master's program in the particularly with regard
Demographics and now hopes that the university to teaching and learning
in his final year to finish would grant him a study strategies. Since it is his
the program. He would leave allowance. right and will help the
only need to complete his school, the principal
Thesis Study to fully must approve Teacher
graduate from the Antonio's request and
program. He asked to set give the relevant data and
an appointment with the paperwork.
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 Teacher Sareemah, a Sec. 27. Freedom to Teachers in public
Sareemah moved from Muslim who desired to Organize. schools are free to found
Mindanao to Pampanga follow her religious and join any local or
and was successfully traditions, was assigned a national groups of their
employed to teach in a lesson schedule by the choosing in order to
public school. Rooted in grade level coordinator further and safeguard
her Islam culture and that conflicted with her their interests. Teacher
tradition, Teacher time for prayer at Duhor. Sareemah must inform
Sareemah wishes to (midday). her principal and grade
practice her customs as a level coordinator of her
Muslim, like not eating religious views and
pork, wearing her hijab request that they be taken
when going to school, into consideration when
and praying five times a drafting a schedule.
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 Teacher Alonzo was Sec. 8. Safeguards in Teacher Alonzo should
Alonzo saw his photo furious over the student's Disciplinary Procedure. inform his principal of
being shared in social unfounded claims until Every teacher shall enjoy the incident and take the
media by one of the his principal called and equitable safeguards at necessary action to
influential TV programs requested him to address each stage of any address it, including
that hails itself as the the situation in his office. disciplinary procedure gathering evidence,
program that gives and shall have: mounting a defense, and,
justice to the poor and if necessary, making use
disadvantaged. As he a. the right to be of his right to appeal to a
clicked the link of the informed, in writing, of clearly defined authority.
program, there on his the charges;
screen was the interview b. the right to full access
with one of his learners to the evidence in the
who told the host that her case;
teacher, pertaining to c. the right to defend
Teacher Alonzo, didn’t himself and to be
give her the chance to defended by a
make up for all her representative of his
missed quizzes and was choice and/or by his
ridiculed by him in front organization, adequate
of the class. Knowing the time being given to the
truth, Teacher Alonzo teacher for the
was enraged by the false preparation of his
accusations of the student defense; and
until he received a call d. the right to appeal to
from his principal and clearly designated
asked him to explain the authorities.
matter to his office since
they are being pressured
by the TV program to
give his statement.
Scenario 6: After strong They established a group Sec. 27. Freedom to Public school teachers
typhoons that caused that advocates aiding Organize. are free to start and join
multiple damages on the typhoon-affected organizations of their
production of the families, and they were choosing, whether local
commodities in their area successful in raising or international, to
farmed and tilled by the more than P100,000, further and defend their
parents of the learners of which is more than interests without prior
Teacher Carla, she felt enough to assist their consent. This means that
compelled to do goal number of their response to the
something to help them, households. victims of the typhoon
particularly in providing was both right and
She even urged her
for their essential needs. excellent. In order to
fellow teachers to take
But as she checked on support their educational
part in the pond drive and
her funds, she realized objectives, they might
make use of social
that it would not even also use it to entice more
media.
suffice for the needs of stakeholders to their
three families, so she school.
thought hard and looked
into her social media
about some relief
operations being done by
organizing a donation
fund. After this, she
immediately messaged
her co-teachers who are
also living within the
area and asked them to
contribute. Until
eventually, they were
able to come up with a
group name, created an
announcement banner
which they posted on
their social media
accounts, and started to
reach out to different
individuals and
organizations to help
them in their cause. At
the end of their target
date, they were able to
raise more than PhP
100,000.00, which they
utilized in buying the
needs of more than 50
farmers and their
families.
Scenario 7: Teacher Teacher Justine was Sec. 25. Indefinite Leave. Although teachers in
Justine is excited about upset and nervous public schools are not
giving birth to her first because she was required to report to
baby as a public-school concerned that she work over the holidays,
teacher for just over three wouldn't be able to take in Teacher Justine's case
years in Macalintal full advantage of her it might have been
National Science High maternity leave since she advantageous since she
School. She is in the gave birth before the date could have used the time
third trimester of her she had planned to use it off to heal properly
pregnancy and is and during the summer before taking her paid
expecting to give birth in vacation period. leave without reporting
the month of June, which to work. She might be
she thought is the perfect qualified for a double
time to use her maternity pay income for the
leave and avail its full month of May if she is
benefits. However, due to successful in reporting on
some pregnancy issues, the first day of the school
she started to feel labor year in June.
contractions early May,
which is still technically
part of the vacation
season of the school. A
few days after giving
birth, Teacher Justine felt
uneasy and troubled
because she was worried
that she won’t be able to
avail the full benefits of
maternity leave due to
the fact that she gave
 birth during the vacation
season.

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. As a result of this provision of the However, where the needs of the
Any teacher engaged in actual Magna Carta for Public School service so demand, any teacher
classroom instruction shall not be Teachers, I may use my extra time may be required to render more
required to render more than 6 to prepare for my upcoming than six hours of actual classroom
hours of actual classroom teaching classes and even take care of all of teaching per day, as long as it
per day. Provided, however, that my ancillaries so that I can doesn't exceed eight hours. Any
where the exigencies of the service maintain a regular teaching teacher engaged in actual
so require, any teacher may be schedule. This helps me as much classroom instruction shall not be
required to render more than 6 while I'm dealing with other required to render more than six
hours, but not exceeding 8 hours things, like family troubles and hours of actual classroom teaching
of actual teaching hours a day. other stuff. We may also per day, which shall be scheduled
streamline the teaching and to allow him time to prepare and
learning process by using correct exercises and other work
strategies that encourage learning. incidental to his normal teaching
duties.
2. Section 10. No Discrimination. Despite the fact that I work as a No one should be discriminated
There shall be no discrimination teacher, I am allowed to follow my against when entering the teaching
(i.e., gender, cultural, religious, personal religious and cultural profession, practicing it, or leaving
disability, etc.) whatsoever in the beliefs. There are no restrictions, it for any reason other than
entrance to the teaching therefore we might be able to professional ones.
profession, and/or during in employ our teaching skills and
exercising its duties or even in the strengths.
termination of tenure in service.
3. Section 27. Freedom to To help us address the needs of In order to advance and protect
Organize. Public school teachers our kids, the school, and the their interests, teachers in public
shall have the right to freely and community, we might establish an schools must be able to start and
without previous authorization organization. encourages activities join any local or national groups of
both to establish and to join that are good for our children and their choosing.
organizations of their choosing, for us as teachers.
whether local or national to further
and defend their interests.
4. Section 8. Safeguards in We can defend our instructional At each level of any disciplinary
Disciplinary Procedure. Every strategies and other methods if proceeding, every teacher is
teacher shall enjoy equitable necessary. We have the right to entitled to the following
safeguards at each stage of any defend ourselves when our line of protections:
disciplinary procedure and shall work is in jeopardy.
have: a. the right to be informed, a. the right to have the charges
in writing, of the charges; b. the written down.
right to full access to the evidence b. complete access to the case's
in the case; c. the right to defend evidence.
himself and to be defended by a c. the right to defend himself and
representative of his choice and/or be defended by a representative of
by his organization, adequate time his choosing and/or by his
being given to the teacher for the organization, with sufficient time
preparation of his defense; and d. granted to the teacher to prepare
the right to appeal to clearly his defense; and
 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.
When the time comes for us to be
qualified for this kind of leave, it
will be a major help in completing
our coursework, which will be
beneficial to both us and the
school when we return to teach.
d. the ability to appeal to
authorities who are clearly
identified
After seven years of service,
teachers in public schools will also
be entitled for the present leave
benefits as well as a study leave of
up to one school year. This leave
will be granted in accordance with
the schedule established by the
Department of Education.
However, no teacher shall be
permitted 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. It is also provided that no
payment shall be due to the
teacher after the first year of such
leave. Teachers shall be entitled to
at least 60% of their monthly
salary during the period 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: According to Section 8 of the Magna Carta for Public School Teachers, Teacher Antonio had
the right to defend himself by presenting relevant information, and he also had the right to hire an
advocate if necessary. Safeguards for the disciplinary procedure. He could use the SF2 to show that the
absenteeism of the concerned children occurred regularly during his class, or he could use his grade point
average to show that the statement provided was accurate and that simply showing concern for the
child's grades was a teacher's method of inspiring the pupils.

What did you learn about the discussion with your mentor? Did your perspective change when you discussed
the scenario with your mentor?
Answer: Knowing about the Magna Carta for Public School Teachers can help us establish our limits in
terms of our duties and obligations. I've utilized the law to defend myself when required, and after
talking with my mentor, I understood how privileged I am to work at a public school.

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 seeks advice on his obligations and duties as a teacher in a public school. His
supervisors must consult with him and offer advice in order for him to comprehend the benefits of
attending a seminar. He was actually lucky to be invited because the conference he would go to will teach
him new things. based on Section 7 of the Code of Professional Conduct for Teachers in the Magna Carta
for Public School Teachers. Teachers ought to act and speak professionally.

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 Consider the scenario that could
Teacher Dina, what would you do? principal and tell her that I need to result in the best outcome for both
a. I will just pronounce my take the examination. To parties. The decision regarding the
absence during the Reading Camp recompense my absence, I will best course of action in a specific
without having the principal’s offer to invite an external resource circumstance rests with the school
permission. person that could help in the principal. Similar to this, provide
b. I will follow the advice of my success of the Reading Camp. solutions that are consistent with
principal and request for an excuse your principles as educators and
letter that I can give to the seek out a middle ground as a
university. c. I will negotiate with proactive teacher. (refer to Article
the principal and tell her that I VII Section 1 and Section 3 of the
need to take the examination in Code of Ethics for Professional
order to proceed to my master’s Teachers)
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 b. Sections 1 and 3 of Article VII (the scenario refers to Article VII
in the Code of Ethics for Section 1 and Section 3 of the
Professional Teachers covers the Code of Ethics for Professional
particular scenario? Teachers)
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 Implications for your professional Notes from the LAC session
for Professional Teachers duties as a teacher
Scenario 1: Teacher Suzette is a To sustain a healthy habit, you According to the Code of Ethics
new teacher in Mapayapa High must assess and manage your time for Professional Teachers, teachers
School and was appointed as the effectively. You are allowed to ask may be compelled to give more
Campus Journalism advisor while your coworkers for help if than six hours of actual classroom
also handling a Grade 9 advisory necessary to complete your tasks instruction per day, but not more
class. She always arrives early for without going over your allotted than eight. However, teachers are
her morning classes and leaves working hours. According to the not required to offer more than six
school late in the afternoon to Code of Ethics for Professional hours of actual classroom
finish coaching studentjournalists. Teachers, teachers are not instruction per day.
Her mentors and colleagues expected to provide more than six
always remind her that she should hours of actual classroom
work smartly and avoid staying at instruction per day. As a result,
school very late. you must manage your time to
avoid leaving the school late and
potentially upsetting your
coworkers.
Scenario 2: Teacher Arthur is a Teacher Arthur might attend his However, where the needs of the
first-year HUMSS teacher who students' graduation celebration service so demand, any teacher
teaches primarily Grade 12 after the conversation over the may be required to render more
learners. At the end of the year, graduation ceremony. In order for than six hours of actual classroom
several of the seniors invited him the meeting to last only a few teaching per day, as long as it
to a graduation party including hours, instructors won't be doesn't exceed eight hours. Any
some teachers. His students required to work for longer than teacher engaged in actual
wanted their teachers to join the six hours, and even then, it will classroom instruction shall not be
party to celebrate the graduation of only be for a short time. Principals required to render more than six
their batch. The Faculty are always aware of the hours of actual classroom teaching
Coordinator called a meeting to regulations governing working per day, which shall be scheduled
discuss the graduation ceremony. hours. to allow him time to prepare and
Majority of the faculty decided not correct exercises and other work
to go but your students are incidental to his normal teaching
pleading for you to come. duties.
Scenario 3: Teacher Larry is a The instructor Larry might be able Notwithstanding any provision of
Grade 10 Science teacher. He had to work several jobs to help law to the contrary, after the
been struggling financially since support his family. He must teacher has completed at least six
her wife’s deposition from work. suggest a friend who is qualified to hours of actual classroom teaching
The parents of one of his students tutor the student. In addition, if he per day, co-curricular and
asked Teacher Larry to tutor their sincerely wanted to help the extracurricular activities, as well
daughter since they found out that student, he might offer a review as any other activities outside of
she failed her periodical exam. session and exam for those who what is defined as a teacher's
However, the School Head did poorly on the quarterly test. normal duties, shall be paid at
stressed that teachers should not Regardless of any provision of least 25% of his regular salary.
offer tutoring services to their current law to the contrary, co-
learners for remuneration. curricula, extracurricular activities,
and any other activities outside of
what is considered to be a teacher's
normal duties must be
compensated at least to the extent
of 25% of the teacher's regular
salary. This applies even if the
 teacher has only worked for at
least six hours. He must, however,
abide by the principal's directive
that tutoring services provided to
students by teachers be free of
charge.
Scenario 4: Teacher Eli, a 55-year- Notwithstanding any provision of Only if the teacher and school
old Grade 11 English teacher had law to the contrary, after the have followed the right procedures
been struggling with her finances teacher has completed at least six for collaboration can students be
for the previous months since she hours of actual classroom teaching involved in business. Only
had applied for a loan which she per day, co-curricular and services related to the learning
used for her health maintenance extracurricular activities, as well process may be offered by
and the renovations of their house. as any other activities outside of teachers, and they are only eligible
Finding herself in the difficult what is defined as a teacher's for a 25% pay increase.
situation, she had an idea of doing normal duties, shall be paid at Additionally, avoid using your
buy-and-sell to her neighbors, but least 25% of his regular salary. position to advertise your
it did not suffice so she searched company.
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 Bullying must be avoided if Maintain a healthy atmosphere to
learner in almost all of the subject teacher Reya is to keep her your learners.
areas, especially Mathematics. students in a positive environment.
While discussing linear equations, She ought to instruct them not to
her teacher called her up to answer joke around with their peers while
one of the equations. She went they are putting in their best effort.
close to the board trying her Instead, they must help their peers
hardest to answer the calculations understand and handle the subject.
but was not able to write the She must carry out her obligations
correct answer. When she and responsibilities as a teacher to
presented her equation to her establish a secure and healthy
teacher, she saw her classmates learning environment for the
laugh. She felt very embarrassed. pupils, as specified 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: Due to teachers' contributions to the growth of the country, laws were made to safeguard their
welfare and to advance, strengthen, and guarantee their professional rights. Regulations that may limit
us but also encourage us to maintain our personalities, conduct ourselves professionally, and set an
example for our students protect teachers.

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

Answer: Our efforts to improve our social and economic circumstances as public school teachers,
including our living and working conditions, employment opportunities, and career opportunities, will be
aided by the Magna Carta for Public School Teachers.

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)
Teachers must serve as role models for strong character traits like perseverance, honesty, respect,
lawfulness, fairness, patience, and unity. They must also be fully dedicated to the teaching profession.
These lessons define my role and help me understand my main duties to my students. They also serve as a
guide for always acting appropriately around the rest of the learning community.