DepEd ORDER No. 42, s.

2017
NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE
PROFESSIONAL STANDARDS FOR TEACHERS
The DepEd recognizes the importance of professional standards in the continuing
professional development and advancement of teachers based on the principle of
lifelong learning. It is committed to supporting teachers, and taking cognizance of
unequivocal evidence that good teachers are vital to raising student achievement.
The changes brought about by various national and global frameworks such as the K
to 12 Reform, ASEAN Integration, globalization, and the changing character of the
21st century learners necessitate the improvements and call for the rethinking of the
National Competency-Based Teacher Standards (NCBTS); hence, the development
of the PPST.
The PPST aims to:
a. Set out clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice;
b. Engage teachers to actively embrace a continuing effort in attaining
proficiency; and
c. Apply a uniform measure to assess teacher performance, identify needs, and
provide support for professional development.
Teachers play a crucial role in nation building. Through quality teachers, the
Philippines can develop holistic learners who are streped in values, equipped with
21” century skills, and able to propel the country to development and progress. This
is in consonance with the Department of Education vision of producing: “Filipinos
who passionately love their country and whose values and competencies enable
them to realize their full potential and contribute meaningfully to building the nation”
(DepED Order No. 36, s. 2013).
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through
a number of initiatives. As a framework of teacher quality, the National Competency-
Based Teacher Standards (NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s. 2009 it emerged
as part of the implementation of the Basic Education Sector Reform Agenda
(BESRA), and was facilitated by drawing on the learning considerations of programs,
such as the Basic Education Assistance for Mindanao (BEAM), the
Strengthening Implementation of Visayas Education (STRIVE) project and the
Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher
quality requirements in the Philippines. The reform process warrants an equivalent
supportive focus on teacher quality-high quality teachers who are properly equipped
and prepared to assume the roles and functions of a K to 12 teacher.
Philippine Professional Standards for Teachers
The Philippine Professional Standards for Teachers, which is built on NCBTS
(National Competency-Based Teacher Standards) complements the reform
initiatives on teacher quality from pre-service education to in-service training, it
articulates what constitutes teacher quality in the K to 12 Reform through well-
defined domains, strands, and indicators that provide measures of professional
learning, competent practice, and effective engagement. This set of standards
makes explicit what teachers should know, be able to do and value to achieve
competence, improved student learning outcomes, and eventually quality education.

The 7 Domains collectively comprise 37 strands that refer to more specific

dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as eell as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:
1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:
1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:
1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies.
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key
stakeholders
5. Use of assessment data to enhance teaching and learning practices and
programs
Domain 6, Community Linkages and Professional Engagement, consists of four
Strands:
1. Establishment of learning environments that are responsive to community
contexts
2. Engagement of parents and the wider school community in the educative
process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five
strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages
Teacher professional development happens in a continuum from beginning to
exemplary practice. Anchored on the principle of felong learning, the set of
professional standards for teachers recognizes the significance of a standards
framework that articulates developmental progression as teachers develop, refine
their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career
stages, make explicit the elements of high-quality teaching for the 21 century. They
comprise descriptors that have been informed by teachers understandings of what is
required at each of the four Career Stages. The descriptors represent a continuum of
development within the profession by providing a basis for attracting, preparing,
developing and supporting teachers
Career Stage 1 or Beginning Teachers have gained the qualifications recognized
for entry into the teaching profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of content knowledge and
pedagogy. They possess the requisite knowledge, skills and values that support the
teaching and leaming process. They manage learning programs and have strategies
that promote learning based on the learning needs of their students. They seek
advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the
application of skills vital to the teaching and learning process. They provide focused
teaching programs that meet curriculum and assessment requirements. They display
skills in planning, implementing, and managing learning programs. They actively
engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement. They are reflective practitioners
who continually consolidate the knowledge, skills and practices of Career Stage 1
teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of
performance in their teaching practice. They manifest an in-depth and sophisticated
understanding of the teaching and learning process. They have high education-
focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring to enhance their learning
and practice. They continually seek to develop their professional knowledge and
practice by reflecting on their own needs, and those of their colleagues and students
Career Stage 4 or Distinguished Teachers embody the highest standard for
teaching grounded in global best practices. They exhibit exceptional capacity to
improve their own teaching practice and that of others. They are recognized as
leaders in education, contributors to the profession and initiators of collaborations
and partnerships. They create lifelong impact in the lives of colleagues, students and
others. They consistently seek professional advancement and relevance in pursuit of
teaching quality and excellence. They exhibit commitment to inspire the education
community and stakeholders for the improvement of education provision in the
Philippines.

————————————————

The Code of Ethics for Professional Teachers serves as guide for teachers
specifically to new teachers for them to exhibit proper behavior to the learning
community at all times. It is imperative that you observe and practice this set of
ethical and moral principles, standards, and values.
Article 11, of R. A.. No. 7836. Otherwise known as the Philippines
Professionalization Act of 1994 and Paragraph (a), section 6. P.D. No. 223

Code of Ethics for Professional Teachers, Article III

— Teachers are expected to be part of the community. To be part of the
community definitely means to participate in the life of that community
Teacher as Facilitator of Learning Section 1
— “teacher is a facilitator of learning and the development of the youth..
Teacher Leadership and Initiate for Community Participation Section 2
— “leadership and initiative of the professional teacher to participate in
community movements for moral, social, economic and civic betterment of the
community.”
Professional Teacher with Honor and Dignity Section 3
— “Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities
as gambling, smoking, drunkenness, and other excesses much less illicit
relations.”
Teacher’s Attitude Toward Local Customs And Traditions Section 4
— Every teacher to live for and with the community and shall, therefore study
and understand local customs and traditions in order to have a sympathetic
attitude, therefore, refrain from disparaging the community.”
The Professional Teacher and Information Update Section 5
— “The teacher shall help the school inform the community about the school’s
work, accomplishments, needs and problems.”
PTA or parent-teacher association
— Is a formal or informal organization composed of teachers, parents, and
school staff members. Most private and public elementary schools have PTA.
Such associations are also common among middle schools and high schools.
School Governing Council
— refers to the group of individuals consisting of the school’s internal and
external stakeholders with common goals guided by the principle of shared
governance and shared accountability that work as one toward school
improvement.
The Professional Teacher and Government Officials and Other Professionals
Section 7
— “Every teacher shall maintain harmonious an pleasant personal and official
relations with other professionals, with government officials and with the
people individually I or collectively.”
 CHAPTER 9: THE TEACHER AS A SCHOOL CULTURE CATALYST
School leaders are constantly trying to find alternative ways to leverage and
explore teacher leadership potential in their school building(s). Teacher leaders that
are willing to go above and beyond their general duties. Teacher leaders are the type
of educators that fall under the motif of potentially taking on additive responsibilities
that will help to improve the school community. By infusing shared leadership in the
school community. Responsibility and accountability becomes a shared belief that
can be utilized as a catalyst for change in the school community.
Culture catalysts are a force of positive energy and see the good in everyone that
they interact with. In short, they are good humans who have your respect and you
would work on them time and again. They are the key to enhance and unleash
performance and engagement, attract and maintain top-tier talent, and gain a
competitive advantage.
A. Structure in Schools
 The structure of the school is defined as the sum total of the way in which it
divides its labor into distinct task and then achieves coordination among them.
 In a school, there is a principal, teachers, student, and non-teaching staff.
These people have their own job or role but they work altogether to achieve
the same goal which is to maintain the school itself. You can’t call the school
as a school if there are no students studying or a teacher teaching in there.
1. Classical Weberian Bureaucracy
 Max Weber (1864-1920) was a German sociologist and a political
economist, and he came forward with the concept of bureaucracy in
management.
 Introduced by Max Weber, stated that to manage an organization
efficiently, it is essential to have a clear line of authority along with proper
rules, procedures and regulations for controlling each business operation.
 Focuses on two primary criteria: Developing a hierarchical system in the
organization; and defining clear procedures, methods, rules, and
regulations to carry out business operation and transactions.
 Weber’s bureaucratic theory contributes significantly to the classical
organizational theory which explains that precise organization structure
along with the definite lines of authority is required in an
organization to have an effective workplace.
Weber believed that there could be only three kinds of power in the organization:
Traditional: In traditional authority, the workers (considered as servants) are
dependent upon the leader (lord) working as their servants and following the stated
rules and regulations blindly.
Charismatic: Under charismatic power, due to the extraordinary personality of the
managers, the workers are deeply motivated to perform their best on the task
allotted to them. However, this charisma may fade away with the manager’s lay off,
resignation or demise.
Legal-Rational: In legal-rational power, the workers either need to abide by the legal
rules or the naturally applicable laws. In short, the entire employees need to follow a
consistent set of principles.
Weberian Structure in Schools
 Bureaucratic authority at the expense of professional consideration.
 Authority based on position in the hierarchy.
 Professional structure delegates decision making to professionals.
 Chaotic structures low bureaucratization and professionalization.
 Bureaucratic structures compliment technical competence and specialization
of teachers.
 Professional structure is loose fluid and informal.

Government organizations majorly adopted Max Weber’s Bureaucracy Theory.

Weber gave the following six (6) major principles for managing an organization
effectively and efficiently:
Authority hierarchy
 In a bureaucracy, a manger’s formal authority derives from the position he or
she holds in an organization.
Formal rules and regulations
 Managers should create a well-defined system or rules, standard operating
procedures, and norms so that they can effectively control behavior within an
organization.
Division of Labor
 Divide work to be done into specific jobs/tasks and departments.
Career orientation
 During orientation, employees are made aware about the mission and vision
of the organization and the career you’ll take.
Impersonality
 Rules and procedures are impartially and uniformly applied, with no one
receiving preferential treatment.
Formal selection process
 Positions should be occupied by people based on their performance rather
than social standing or personal contacts
2. Hall’s Organizational Inventory – (HOI) is used to measure organizational
(school) bureaucracy.
Richard H. Hall (1963) developed an organizational inventory that measures various
characteristics of the bureaucracy.
  Hall’s Organizational Inventory (HOI) is used to measure organizational
(school) bureaucracy or various characteristics of bureaucracy
 The inventory provides information on areas related to control, how previous
experiences impact decisions, how rules are followed and enforced and to
what extent a school is departmentalized
 D.A MacKay (1946) subsequently adapted and modified the Organizational
Inventory in his study of the bureaucratization of schools. He measured
bureaucratic patterns in schools using the school organizational inventory
(SOI), a questionnaire that operationalizes the same six dimensions of
structure.
Hall’s Four Organizational Types
 Weberian Structure – Professionalization and bureaucratization are
complementary; both are high.
 Authoritarian Structure – Disciplined compliance to the rules,
regulations, and directives is the basic principle of operation.
 Professional Structure – Rules and procedures serve as guides rather
than as strict formats to be applied uniformly.
 Chaotic Structure – low degree of bureaucratization and
professionalization.
Six Categories in a Bureaucracy
1) Hierarchy of Inventory – it means the freedom provided the members
of an organization to undertake their specific task without interference
of higher level on authorities.
2) Specialization – The process of becoming an expert in a particular
area.
3) Rules – Rules and Requirements are required to ensure uniformity so
that employee knows exactly what is expected of them.
4) Impersonality – Bureaucratic organization treats employees equally.
They also treat all customers equally and do not allow individual
differences to influence them.
5) Procedural Specification – It is a written document issued by the
authority to design builder providing a detailed description of
procedures or processes required to be implemented by the design
builder in the performance of services or work.
6) Technical Competencies – Technical Competencies are behaviors
directly related to the nature of training and technical proficiency
required to exercise effective control.
3. Formalization of Structure (Hoy & Sweetland)
Formalization
 The formalized organizational structure focuses on roles and positions rather
than the people in the positions.
  Formalization of an organizational structure is commonly initiated in an
attempt to rationalize the decision-making process.
 Formalization refers to the management of an organization through written
rules, regulations, and procedures (Hoy & Miskel, 2004/2010).

Two kinds of Formalization

1. Coercive
 A rigid set of procedures that punishes and attempts to force compliance.
 Associated with bureaucratic rules, procedures, and regulations which restrict
employee autonomy by forcing them to display compliance behaviors, and
punishing those who do not comply (Adler & Borys, 1996).
 Hoy (2003) stated that the dominance of coercive rules and procedures in
bureaucratic organizations could have a negative impact on collaboration,
motivation, communication, and organizational trust.
 Organizational rules in coercive formalization reinforce employee
compliance behavior, punish those who do not abide by the rules, and closely
control employee behavior (Hoy & Sweetland, 2001).
2. Enabling
 A flexible set of best practices that enables one to deal more effectively with
inevitable problems.
 Enabling formalization refers to the construction of rules, regulations, and
procedures in such a way that enable employees to solve the problems they
encounter, to take initiative in organizational processes, and to continue
professional improvement (Adler & Borys, 1996).
 According to Hoy and Miskel (2004/2010), in enabling formalization, the
bureaucratic rules are more flexible and the employee needs are taken into
consideration.
 Hoy and Sweetland (2001) also argued that enabling formalization assists in
encouraging employee collaboration in organizational processes and creates
a working environment based on mutual trust and respect.
Enabling and Hindering Structures
→ Enabling Organization, Enabling Hierarchy, Enabling Rules
 Use two-way communication
 View problems as opportunities
 Seek mutual solutions
 Support differences
 Practice openness
 Expect the unexpected
 Correct mistakes
→ Hindering Organization, Hindering Hierarchy, Coercive Rules and Procedures
  Impose top-down communication
 View problems as constraints
 Force concensus
 Suspicious of differences
 Be cautious and closed
 Fear the unexpected
 Punish mistakes

Kimbrough and Todd (1967) criticized bureaucratic structures in schools and stated
nine claims as to why schools should not be bureaucratic organizations:
(a) The inability to legitimize differences in ideas among the personnel depresses
creativity.
(b) New ideas generated from within would possibly be subject to scrutiny by the
official hierarchy, especially if those ideas were in conflict with perceived
rational teaching behavior,
(c) Bureaucracy does not adequately allow for personal growth and the
development of mature healthy personalities:
(d) Bureaucratic organizations do not have adequate structures or processes for
the review of decisions:
(e) Bureaucratic organizations are unable to accommodate the diversity of
external inputs needed for democratic school systems;
(f) The extrinsic reward system stimulates conformity rather than innovation;
(g) Prior organizational resource commitments to subunits within the organization
make it difficult to develop innovative solutions to new problems;
(h) Bureaucracy does not take the informal organization into account, and
(i) Lines of communication are often closed because of hierarchical divisions.

MINTZBERG’S COORDINATING MECHANISMS OF STRUCTURES

Henry Mintzberg is a renowned management theorist and researcher in the field of
organizational studies. He was born on September 2, 1939, in Canada. Mintzberg is known
for his contributions to the development of models and theories related to planning,
organization, and management within companies and organizations.
One of his well-known concepts is the “5 P’s of Strategy,” where he outlined various
elements that should be considered in formulating and implementing a strategy.
As a professor, Mintzberg has taught and conducted research at prestigious universities
such as McGill University and INSEAD. His writings and research have had a significant
impact in the field of management and have advanced the theory of organizations.
Coordinating Mechanisms
- Refers to the methods or processes through which different parts or elements of a
system work together in an organized and efficient manner. These mechanisms help
ensure that activities, efforts, and resources are synchronized to achieve common
goals. In various contexts, including education, these mechanisms play a crucial role
in achieving desired outcomes.
Coordination is a fundamental activity in organizing work and a classical term in the
organizational vocabulary (Growth, 1999; Karreman, 1996). Coordination can be seen as
action performed in order to: “Bring different elements of complex activity or organization into
a harmonious or efficient relationship” (Oxford Concise Dictionary, 1999).
Coordination can also be described in terms of mechanism. Well-known sets of mechanisms
are for example proposed by March and Simon(1958) and Minzberg(1983,1998) The latter
set of mechanisms from Mintzberg which put forward mutual adjustments, direct supervision,
and standardization of skills, work processes, results and norms, have a large impact on
organization theory literature.
March and Simon (1958):
In their work “Organizations,” Herbert Simon and James G. March introduced three types of
coordination mechanisms:
1. Mutual Adjustment: This mechanism emphasizes informal communication and
collaboration among individuals or units within an organization. It allows for flexibility and
adaptability in responding to changing circumstances.
2. Direct Supervision: This mechanism involves a higher-level authority providing guidance,
instruction, and oversight to lower-level units or individuals. It is most effective in smaller
organizations or units where close supervision is feasible.

3. Standardization: This involves the use of formal rules, procedures, and protocols to
coordinate activities. There are two types of standardization:
- Standardization of Work Processes: This focuses on regulating the methods and
procedures used to perform tasks.
- Standardization of Outputs: This concentrates on defining the specifications and quality
standards for the final products or services.

Mintzberg (1983, 1998): Henry Mintzberg, a prominent management theorist, introduced five
coordinating mechanisms, known as the “5 P’s of Strategy”:

1. Plan – refers to the intended course of action that an organization sets out to achieve its
goals.
2. Ploy – involve strategic maneuvers or tactics that organizations use to gain a competitive
advantage.
3. Pattern – refers to the consistent actions or behavior that emerge from an organization’s
past practices, which may not have been explicitly planned but have become part of its
strategy over time.
4. Position – involves how an organization distinguishes itself in the market.
5. Perspective – This is the organization’s collective mindset or viewpoint about how it
perceives itself and its role in the broader environment. It encompasses the beliefs, values,
and culture that shape its approach to decision-making and strategy.
Henry Mintzberg suggests that organizations can be differentiated along three basic
dimensions:

1. The Key Part of the Organization, that is, the part of the organization that plays a major
role in determining its success or failure;
- The strategic apex – is top management and its support staff.
- The cooperative core – are the workers who actually carry out the organization’s tasks.
- The middle line – is middle and lower-level management.
- The techno structure – are the analyst such as engineers, accountants, planners,
researchers, and personnel managers.
- The support staff – are the people who provide indirect services.
2. Prime Coordinating Mechanism, that is, the major method the organization uses to
coordinate its activities.
- Direct supervision means that one individual is responsible of the work of others.
- Standardization of work process exists when the content of work is specified or
programmed.
a. Standardization of skills exists when the kind of training necessary to do the work is
specified.
b. Standardization of output exists when the results of the work are specified because the
“raw material” that is processed by the operative core (teacher) consists of people
(students), not things, standardizations.
- Mutual adjustments exists when work is coordinated through informal communication.
3. The Type of Decentralization used, that is, the extent to which the organizations involves
subordinates in the decision-making process.
- Vertical decentralization is the distribution of power down the chain of command, or
shared authority between superordinate and subordinates is any organizations.
- Horizontal decentralization is the extent to which non administrators (including stuff)
make decisions, or shared authority between line and staff.
- Selective decentralizations is the extent to which decision-making power is delegated to
different units within the organizations.

Mintzberg suggests that the strategy an organization adopts and the extent to which it
practices that strategy result in five structural configurations:
1. Simple Structure
- The organization is typically small and relatively uncomplicated.
- Usually direct supervision.
- Most decisions are made by the central authority.
2. Machine Bureaucracy
- Characterized by standardized procedures and a highly formalized structure.
- Policies, procedures, and rules dictate how tasks are performed.
 - Decision-making authority is concentrated at the top.

3. Professional Bureaucracy
- The organization relies on the expertise and specialized knowledge of its professionals
(e.g., teachers, professors, researchers).
- Professionals follow established guidelines and standards of their field.
- Professionals have a significant degree of autonomy in their areas of expertise.
4. Adhocracy
- The organization is divided into semi-autonomous units or divisions, each with its own
functions, goals, and resources.
- Units collaborate and negotiate to ensure alignment with overall organizational goals.
- Each division has a degree of autonomy and can make decisions aligned with its specific
goals.

THE DEPED ORGANIZATIONAL STRUCTURE (BASED ON THE REPUBLIC ACT NO.

9155)
An act instituting a frame work of governance for basic education, establishing authority and
accountability, renaming the Department of Education, Culture and Sports as the
Department of Education and for other purposes.
RA 9155 provides the framework for:
i. School head empowerment by strengthening their leadership roles.
ii. School based management within the context of transparency and local
accountability.

The GOAL OF BASIC EDUCATION:

Provide the school age population and the youth with skills, knowledge and values to
become caring, self-reliant, productive and patriotic citizens.

DepEd Management Structure

Two major structural components:
- Central Office – maintains the overall administration of base education at the
national level
- Field Offices – are responsible for the regional and coordination and administration
of the Department.

The Department operates with four Undersecretaries in the areas of:

- Programs and Projects and Structure
- Regional Operations
- Finance and Administration
 - Legal Affairs

R.A 9155 SEC.2. Declaration of Policy

- It is hereby declared the policy of the State to protect and promote the rights of all
citizens to quality basic education and to make such education accessible to all by
providing all Filipino children a free and compulsory education in the elementary
level and free education for the high school level.
- “The school shall be the heart of the formal education system.
- Schools shall have a single aim of providing the best possible basic education for
all learners.
- “Governance of basic education shall begin the national level, followed by regional,
divisions, school and learning center.”

Governance of Basic Education, Powers, Duties and Functions

- The Secretary of the Department of Education shall exercise overall authority and
supervision over the operations of the department.

A. National Level
(1) Formulating national educational policies;
(2) Formulating a national basic education plan;
(3) Promulgating national educational standards;
(4) Monitoring and assessing national learning outcomes;
(5) Undertaking national educational research and studies;
(6) Enhancing the employment status, professional competence, welfare and working
conditions of all personnel of the Department; and
(7) Enhancing the total development of learners through local and national programs and/or
projects.

B. Regional Level
1) Defining a regional educational policy framework which reflects the values, needs and
expectations of the communities they serve;
(2) Developing a regional basic education plan;
(3) Developing regional educational standards with a view towards benchmarking for
international competitiveness;
(4) Monitoring, evaluating and assessing regional Learning outcomes;
(5) Undertaking research projects and developing and managing regionwide projects which
may be funded through official development assistance and/or other funding agencies;
(6) Ensuring strict compliance with prescribed national criteria for the recruitment, selection
and training of all staff in the region and division.
C. Division Level
(1) Developing and implementing division education development plans;
(2) Planning and managing the effective and efficient use of all personnel, physical and fiscal
resources of the division, including professional staff development;
(3) Hiring, placing and evaluating all division supervisors and schools district supervisors as
well as all employees in the division, both teaching and non-teaching personnel, including
school heads, except for the assistant division superintendent:
(4) Monitoring the utilization of funds provided by the national government and the local
government units to the schools and learning centers;
(5) Ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialists;
(6) Promoting awareness of and adherence by all schools and learning centers to
accreditation standards prescribed by the Secretary of Education;

Prepared by:
Pamela Ariane A. Gagala

Jiemalyn A. Gregorio