Comments Template Accomplished

Draft Policy Guidelines, re: Immediate Removal of Administrative Tasks and Rationalization of Teachers’ Workload
Region IV- A
SDO Cavite Province

School
Name of Respondent (Optional)
Section Provision Comments/ Suggested Revision

Inputs
I. RATIONALE The Department of Education The rationale
(DepEd) firmly believes that the presented by the
core of quality basic education is a Department of
vibrant and quality teaching Education (DepEd)
workforce. Furthermore, DepEd acknowledges the
recognizes the importance of pivotal role of
professional standards in the teachers in
advancement and development of ensuring quality
teachers. In support of this belief, education and
the Department institutionalized recognizes the
the Philippine Professional significance of
Standards for Teachers (PPST) professional
to guide all teachers in public standards for their
schools and clearly set development. It
expectations on teacher addresses the
performance, attainment of implementation of
proficiency, and lifelong learning. the Philippine
As a basis for teacher learning Professional
and development, the PPST puts Standards for
premium on quality teaching. As Teachers (PPST) to
teachers improve on their set expectations for
proficiency and contribute to the teacher
enhancement of learner performance and
performance, DepEd commits to continuous
1
protecting teacher welfare and improvement.

well-being through continuous Furthermore, it
improvement of working delves into the
conditions in accordance with the provisions of the
provisions of Republic Act (RA) Magna Carta for
No. 4670 or the Magna Carta for Public School
Public School Teachers. Teachers,
highlighting the
Section 13 of the Magna Carta limitations on
affirms that actual classroom teaching hours and
teaching hours shall not be more the compensations
than six (6) hours a day except in for additional
exigencies of service where duties. However,
teachers may render more than the rationale also
six (6) hours but not exceeding identifies
eight (8) hours of actual classroom shortcomings in
teaching a day. Consequently, any the current
actual teaching performed beyond system, such as
six (6) hours, as well as any other the absence of
activities outside their normal clear operational
teaching duties as stipulated in definitions,
Section 14, shall be compensated standardized
accordingly. guidelines, and an
effective
In response to the precepts of the mechanism for
Magna Carta, several Department reviewing
issuances were released to provide additional tasks
implementing guidelines on the assigned to
working hours of public school teachers. The issue
teachers. DECS Order No. 039, s. of increased
1990, Deployment and administrative and
Assignment of Public School ancillary
Teachers, reiterated the provision assignments
of RA 4670 on the actual teaching impacting teacher
hours. The said Order has also workload, teaching
assigned teaching load to other quality, and well-
2
tasks like class advising duties being is well-

and coaching, as well as handling documented,
of special/remedial classes. supported by
reports and
With guidance from the Civil studies. The
Service Commission (CSC), the Department aims
Department also released DepEd to rectify these
Memorandum (DM) 291, s. 2008 issues by creating
or the Guidelines for the a more conducive
Implementation of CSC Resolution work environment
No. 080096 on Working Hours for for teachers
Public School Teachers and through this
DepEd Order (DO) No. 016, s. proposed Order.
2009 or the Addendum to DepEd The goal is to
Memorandum No. 291, s. 2008 maximize teachers'
which further clarified that public focus on actual
school teachers, as government classroom teaching
employees, are not exempted from and related
the eight-hour work day, of which responsibilities,
six (6) hours shall be allotted to ultimately
actual classroom teaching and the enhancing
two (2) hours shall be engaged to teaching quality
tasks incidental to the teaching- and contributing to
learning process. improved learning
outcomes.
Despite the issuance of the
aforementioned guidelines,
various interpretations remain
and are still rampant due to the
absence of clear operational
definition of governing principles,
implementing arrangements
across governance levels,
parameters in determining
workload and overload, and
monitoring and evaluation
3
mechanism and procedure.
Moreover, reports and studies

have indicated that teachers are
being assigned additional tasks
that shift their focus from
teaching. The 2018 Teacher
Workload Balance Study identified
approximately fifty (50) common
ancillary services given to
teachers in addition to their
regular teaching load. These extra
duties are often the result of
understaffed schools being unable
to provide sufficient support
services. The absence of
standardized guidelines and a
mechanism to review these tasks
further compounds the issue.
Research from various institutions
suggests that the increase in
administrative and ancillary
assignments significantly impacts
teacher workload, ultimately
affecting teaching quality and
teacher well-being.
Through this Order, the

Department aims to create a
conducive work environment for
teachers, allowing them to serve
as effective facilitators of learning.
The objective is to maximize
teachers' time spent on actual
classroom teaching and related
duties, enabling them to focus on
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improving the teaching and

learning processes that occur
within classrooms. This initiative
is designed to significantly
enhance teacher quality, promote
teacher welfare, and, ultimately,
contribute to improving learning
outcomes.
II. SCOPE This DepEd Order provides The policy scope

guidelines on the rationalization of provided within
teachers’ workload in public this DepEd Order
schools, streamlines teachers' outlines guidelines
other tasks by specifying allowed aimed at
teaching-related assignments, and rationalizing
removes administrative tasks for teachers’ workload
teachers. in public schools.
It focuses on
This Order covers all DepEd- streamlining
employed teachers engaged in teaching-related
classroom teaching, on a full-time tasks, delineating
basis, under permanent, allowed
provisional, or substitute status in assignments, and
all public elementary and alleviating teachers
secondary schools. from
administrative
Furthermore, the guidelines, duties.
parameters, and processes The scope of this
outlined herein shall guide DepEd policy is extensive,
schools, Schools Division Offices encompassing all
(SDOs), Regional Offices (ROs), DepEd-employed
and Central Office (CO) in the teachers engaged
distribution of teacher workload, in full-time
streamlining of teaching-related classroom teaching
tasks, as well as computation and roles, regardless of
compensation of teaching overload their employment
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and accumulation of vacation status (permanent,

service credits, in accordance with provisional, or
existing laws, rules, and substitute) in
regulations. public elementary
and secondary
This policy shall be implemented schools. It
across all governance levels until emphasizes the
a comprehensive review and study guidance this
of school processes, structure, Order provides to
and staffing standards is DepEd institutions
completed. at various levels,
including schools,
Schools Division
Offices (SDOs),
Regional Offices
(ROs), and the
Central Office (CO).
The objectives
include the fair
distribution of
teacher workload,
task streamlining,
and adherence to
regulations
concerning
teaching overload
compensation and
accumulation of
vacation service
credits, within the
framework of
existing laws and
regulations.
Additionally, the
policy indicates a
broad
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implementation
mandate,
extending across
all levels of
governance until a
comprehensive
review and study of
school processes,
structure, and
staffing standards
are undertaken.
III. a. Administrative tasks refer to The definition

DEFINITION tasks related to the effective and provided for
OF TERMS efficient operations of schools or administrative
programs, projects, and services that tasks within the
are not directly related to teaching context of this
and academic learning. These shall educational policy
be performed by School Heads and is clear and
non-teaching personnel. comprehensive. It
categorizes
administrative
tasks as activities
associated with the
smooth functioning
and operational
efficiency of
schools or
programs, projects,
and services.
Importantly, these
tasks are
distinguished from
responsibilities
directly linked to
teaching and
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academic learning.
The delineation
implies that
administrative
tasks encompass a
broad spectrum of
duties that
contribute to the
overall
functionality of
educational
institutions but are
not primarily
focused on
instructional
delivery or
academic content.
Moreover, by
specifying that
these tasks should
be handled by
School Heads and
non-teaching
personnel, it
establishes a clear
demarcation of
responsibilities
between
administrative staff
and teaching
faculty.
This definition
helps in
understanding the
boundaries
between
8
instructional
responsibilities
and administrative
functions within
educational
settings, allowing
teachers to
concentrate more
on their core role
of teaching and
supporting student
learning. It also
provides guidance
on task allocation,
ensuring that
administrative
tasks are managed
by personnel
designated for
such
responsibilities,
thereby optimizing
organizational
efficiency.
b. Class Advising Duties refers to an The definition should also capture a

ancillary task performed by a class range of tasks that extend beyond
adviser to manage a class/set or conventional class managing duties.
group of learners for a certain grade These tasks should be enumerated to
level. include roles as mentor, counselor, and
coordinator for the academic and
personal development of students
under the teacher’s care.
c. Classroom refers to any learning This definition
space whether physical, virtual, or captures the
other alternative spaces in meaning of
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communities or households used for classroom.

teaching and learning engagements
through various learning delivery
modalities.
d. Compensation refers to monetary This clearly defines
payment to teachers for services the term.
rendered. This includes salary and
wages, or additional incentives
attached to work rendered for their
position.
e. Non-Teaching Personnel1 refer to The term is clearly
those occupying non-teaching defined.
positions whose primary duties and
responsibilities contribute to the
delivery of basic education services
and achievement of agency outcomes,
but do not involve nor directly
support the actual conduct of
teaching or delivery of instruction.
f. Regular Teaching Load refers to The term is clearly
the actual classroom teaching of six defined.
(6) hours a day or thirty (30) hours a
week.
g. Remediation refers to the Aside from remediation, please include
instructional program designed to also the definition of
support struggling students who have enhancement/enrichment as this is
not developed/attained expected also part of the instructional support
curricular competencies and to help programs.
them strengthen their basic skills so
they can succeed in school. It shall
be an after-school program with an
organized class, a dedicated time,
and a designated teacher who shall
provide remedial activities,
assessment, and support to learners.
h. School Heads2 refer to persons The term is clearly
10
responsible for the administrative defined.

and instructional supervision of the
school or cluster of schools as
provided for in RA 9155. For the
purpose of this policy, a duly
designated Teacher-in-Charge (TIC) is
considered as a School Head.
i. Teacher Ancillary Tasks refer to Please provide a clear and specific
activities that are incidental to the definition of teacher ancillary tasks.
teachers’ normal teaching duties.
Teacher ancillary tasks are essential in
supporting the overall educational
environment, student development,
and the smooth functioning of schools.
Please include also examples of teacher

ancillary tasks.
j. Teacher Shortage refers to the The term is clearly
deficiency in the number of teachers defined. Illustrative
in a school. This is based on the computation
formula found in Annex A, using the sample is provided
enhanced planning parameters. in Annex A.
Teacher shortage is derived from the
latest enrollment data and teacher
inventory data from the Basic
Education Information System
(BEIS).
k. Teachers refer to those occupying The term is clearly

teaching positions that are directly defined.
engaged in teaching or in the delivery
of instruction in the elementary and
secondary levels (junior high school
and senior high school) in schools
and Community Learning Centers
11
(CLCs).
l. Teaching Load refers to the actual The term is defined
classroom teaching rendered per clearly.
learning area. Considering the time
allotment for each learning area, one
teaching load is not necessarily equal
to one hour of actual classroom
teaching.
m. Teaching Overload refers to the The term is defined
actual classroom teaching in excess clearly.
of the regular teaching load. The
teaching overload shall not exceed
two (2) hours a day or ten (10) hours
a week.
n. Teaching Overload Pay refers to Please cite the legal basis to determine
the additional compensation of public the teaching overload pay.
school teachers who render actual
classroom teaching beyond the
required thirty (30) hours a week. The
compensation shall be at least
twenty-five per cent (25%) of a
teacher’s regular remuneration.
o. Teaching-related assignments Please provide sample teaching-related
refer to tasks related to teaching and assignments.
academic learning and support
learner development. These tasks are
performed by teachers in
consideration of their professional
expertise and experience.
p. Vacation Service Credits (VSC) Please provide the legal issuance to
refers to the leave credits earned by determine the Vacation Service Credits.
public school teachers for services
rendered during activities authorized
by proper authorities during long and
Christmas vacation. These credits are
used to offset their absences due to
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illness or to offset proportional

deduction in vacation salary due to
absences for personal reasons or late
appointment3. For purposes of this
Order, vacation service credit can be
granted for teaching overload and
activities during the regular school
year as authorized by this Order.
IV. POLICY This DepEd Order aims to enable This policy The policy statement could benefit
STATEMENT teachers to focus on their core statement from more specific details regarding
function of teaching by articulates the which administrative tasks will be
establishing a more conducive department’s goal removed, how workload distribution
work environment. This goal shall of enhancing the will be assessed, and how the
be achieved through a fair and working conditions streamlined set of tasks will be
equitable distribution of teaching of teachers and determined.
workload, implementation of a ultimately
streamlined set of teacher improving the
ancillary tasks and teaching- quality of
related assignments, and the education.
removal of administrative tasks The policy's
assigned to teachers. The process primary objective
for the payment of teaching is to enable
overload and the accumulation of teachers to
vacation service credits is concentrate on
provided as guidance for all their core
concerned personnel and offices. responsibility of
teaching. This is
Consistent with the Department’s essential for
commitment to give support to improving the
teachers, this Order pursues to overall quality of
foster a work environment where education as it
teachers are focused on their role prioritizes the
as learning facilitators. When direct interaction
teachers are engaged in actual between teachers
classroom teaching and their and students,
teaching hours are protected, which is crucial for
13
quality teaching is realized, effective learning.

resulting in quality learning. By aiming to
Therefore, the quality teaching create a more
and learning experience shall conducive work
contribute to improved learning environment, the
outcomes. policy
acknowledges the
importance of
providing teachers
with conditions
that allow them to
perform their
duties effectively.
The emphasis
on a fair and
equitable
distribution of
teaching workload
is commendable. It
recognizes the
importance of
balancing teachers'
responsibilities to
prevent burnout
and ensure quality
instruction.
Implementing a
streamlined set of
ancillary tasks and
teaching-related
assignments can
potentially reduce
unnecessary
administrative
burdens on
teachers, allowing
14
them to focus more

on teaching and
student
engagement.
Removing
administrative
tasks from
teachers'
responsibilities can
alleviate their
workload and
potentially improve
their job
satisfaction,
leading to more
effective teaching
practices.
Providing
guidance on the
process for the
payment of
teaching overload
and accumulation
of vacation service
credits
demonstrates a
commitment to
supporting
teachers' welfare
and ensuring they
receive fair
compensation for
additional work.
V. A. Removal of Administrative Please specify administrative tasks for

GUIDELINES Tasks each of the following:
15
AND a. Personnel Administration

PROCEDURES 1. School Heads and non- b. Property/Physical Facilities
teaching personnel shall have Custodianship
the sole responsibility to c. General Administrative
perform the administrative Support
tasks defined under this d. Financial Management
Order. These tasks shall e. Records Management
include, but not be limited to f. Consolidation and
the following: Preparation of non-
teaching/administrative-
a. Personnel Administration related reports
b. Property/Physical
Facilities Custodianship
c. General Administrative
Support
d. Financial Management
e. Records Management
f. Consolidation and
Preparation of non-
teaching/administrative-
related reports
2. Schools that have not yet been Please cite the legal directive that
deployed with non-teaching provides for the computation of
personnel may continue to additional compensation. Provide also
designate teachers, provided sample computation for this.
that the performance of actual
instruction and teacher
ancillary tasks shall take
precedence over administrative
tasks and subject to the
following conditions:
a. Upon determination of
equitable distribution of
teaching loads, teachers who
16
do not have regular teaching

load may be designated with
administrative tasks.
i. The designation to
administrative tasks
shall be enabled by a
designation order from
the School Head duly
acknowledged/concurre
d by the concerned
teacher, copy of which
shall be furnished to the
School Governance
Operations Division
(SGOD) and reflected in
the electronic School
Form 7 (eSF7) for
recording and work
interfacing purposes
(Annex B).
ii. Administrative tasks

performed beyond
regular working hours
shall be compensated
with an additional
compensation of at least
twenty-five percent
(25%) of regular
remuneration through
vacation service credits,
subject to the
procedures provided
herein or as defined by
other DepEd issuances.
17
Accumulated hours of
services rendered during
the school year shall be
the basis of determining
corresponding vacation
service credits.
b. In extreme cases where all Please cite the legal directive that
teachers are assigned full provides for the computation of
teaching loads, the following additional compensation. Provide also
must be taken into sample computation for this.
consideration:
i. The designation to
administrative tasks
shall be enabled by a
designation order from
the School Head duly
acknowledged/concurre
d by the concerned
teacher, copy of which
shall be furnished to
SGOD and reflected in
the eSF7 for recording
and work interfacing
purposes.
ii. Administrative tasks

performed beyond
regular working hours
with an additional
compensation of at least
twenty-five percent
(25%) of regular
remuneration through
vacation service credits,
18
subject to the
procedures provided
herein or as defined by
Accumulated hours of
services rendered during
the school year shall be
the basis of determining
corresponding vacation
service credits.
iii. To augment the non-

teaching personnel
requirements of schools,
hiring of Contract of
Service (COS) or job
order may be
considered, to be
charged against School
Maintenance and Other
Operating Expenses
(MOOE) or Special
Education Fund (SEF),
as agreed upon with the
Local School Board
(LSB).
iv. Teachers assigned to

perform full-time non-
teaching duties during
long vacations shall be
on vacation-sick leave
(VL-SL) basis.
The accrued VL-SL

credits may be either
19
used for future

monetization, subject to
availability of funds, or
offsetting of proportional
deduction in vacation
salary due to absences.
B. Streamlining Teaching
Workload The policy should state mechanisms to
ensure that the two-hour ancillary task
1. A public school teacher spent outside the school are teaching-
shall be required to render related tasks.
eight (8) hours of work per
day, of which six (6) hours
shall be devoted to actual
classroom teaching and two
(2) hours shall be allocated
for teacher ancillary tasks
which may be spent within
or outside the school
premises.
2. In a week, a teacher
must be able to render thirty
(30) hours of actual
classroom teaching and ten
(10) hours of teacher ancillary
tasks.
B.1 Teaching Load Please provide illustrative samples to

show the standard teaching loads of
1. In completing the six (6) teachers across levels i.e kindergarten,
hours per day or thirty (30) elementary, junior high school and
hours per week devoted to senior high school as well as master
actual classroom teaching, teachers. (Class programs may be
any of the following provided for these.)
parameters shall be
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observed:
a. Teachers
i. Teachers shall
render six (6) hours
of actual classroom
teaching and the
two (2) hours shall
be allotted to
teacher ancillary
tasks incidental to
the teacher’s normal
teaching duties.
b. Master Teachers
i. In line with the
evolved function of
Master Teachers as
defined in the PPST,
they shall render thirty
(30) hours per week, of
which twenty-five (25)
hours shall be
dedicated to actual
classroom teaching
and the five (5) hours
shall be devoted to
coaching, mentoring,
and provision of
technical assistance to
colleagues, more
specifically as a result
of performance
assessment, to ensure
improved delivery of
quality learning
21
outcomes. In this
manner, Master
Teachers satisfy the
required six (6) hours
of actual classroom
teaching per day.
ii. In cases where

Master Teachers are
designated as class
advisers, this task
shall form part of the
six hours of actual
classroom teaching.
Coaching, mentoring,
and provision of
colleagues shall be
compensated with
vacation service
credits.
iii. The provision of

technical assistance,
as an inherent task of
Master Teachers,
includes being a LAC
Coordinator/In-
service Training
(INSET) Coordinator
among others.
2. Class advising duties, as part The statement is

of the ancillary services of clear.
teachers, shall be treated as a
teaching load.
22
3. Remediation and/or Please provide specific details for this

enhancement classes shall statement.
likewise be treated as a - How will multiple
teaching load. remediation/enhancemen
t classes be treated? Will
this be considered as one-
hour teaching load when
it will obviously requires
more than an hour of
service?
-
4. Teachers designated as
Teacher-in-Charge (TIC) are
considered school heads. The
TIC designation shall be
supported by duly signed
designation order specifying
duties and functions,
authority, accountability, and
responsibility, among others.
Hence, TIC shall be relieved of
teaching and other related
duties and perform fully the
function of a school head.
However, in the exigency of
service, TICs may handle
teaching loads on the
condition that all teachers in
the school have been assigned
the maximum teaching
overload of two (2) hours. The
teaching load shall form part
of the regular work hours. As a
result, any work performed
beyond the regular work hours
23
accordingly.
5. The Alternative Learning The statement is
System (ALS) and Special clear.
Needs Education (SNED)
teachers shall likewise observe
the prescribed working hours
for teachers.
6. The School Heads shall ensure The statement is
that actual classroom teaching clear.
loads are equitably and fairly
distributed among teachers.
7. Teachers shall not engage in
any non-DepEd activities
during the official work hours.
B.2 Teaching Overload The statement is
clear.
1. Actual classroom teaching
rendered exceeding six (6)
hours in a day shall be treated
as a teaching overload. The
number of minutes
accumulated on a weekly basis
shall be converted into hours
for the computation of
appropriate teaching overload
pay.
2. To ensure the general welfare The statement is

of the teaching personnel, the clear.
maximum hours of teaching
overload per day is two (2)
hours as provided for under
Section 13 of the Magna Carta
for Public School Teachers and
Chapter 6 of the DBM Manual
on Position Classification and
24
Compensation.
3. As a general rule, only Please consider these contexts in this
teachers in schools with statement.
teacher shortage based on the a. Number of class shifts
enhanced planning parameters b. Temporary teacher shortages
shall be eligible for the caused by delays in the
teaching overload pay. deployment of substitute
However, tasks requiring teachers for teachers who
actual classroom teaching avail
duties whether in-person or sick/maternity/paternity
blended, including relieving leave/study leave, etc.
duties for other teachers,
which are beyond the normal
teaching hours and affecting
vacant periods shall also be
considered teaching overload,
provided it satisfies the
conditions in Item B.2.1 and
B.2.2.
4. All teachers shall satisfy the
regular teaching hours before
any of them can be assigned a
teaching overload. The
specialization of teacher/s
must be a prime consideration
for the school head in
assigning overload.
5. Teachers holding contractual
positions funded by the Local
School Board (LSB) are not
eligible to receive teaching
overload pay. However, the
protection of their statutory
rights shall be properly
observed through this DepEd
Order by ensuring that they
25
are subjected to a fair and

equitable distribution of
teaching workload.
B.3 Teacher Ancillary Tasks
1. To further support the

teaching and learning process,
the Teacher Ancillary Tasks,
which are activities incidental
to the teachers’ normal
teaching duties, shall be
performed in the remaining
two (2) hours of work.
2. The following shall be The policy shall include prioritization of

considered as Teacher Ancillary these teacher ancillary tasks
Tasks: particularly for those that are
ESSENTIALLY/DIRECTLY contributing
a. Curriculum Planning to improved learning.
i. Preparation of There are some ancillary tasks which
lesson plans/daily consume so much hours of the
lesson logs teachers.
ii. Action research
iii. Attendance to
LAC sessions
b. Curriculum Delivery
and Pedagogy
i. Preparation of
instructional aids
and materials
ii. Checking and
recording learners’
attendance and
participation
iii. Classroom
26
management
c. Assessment of
Learner’s Progress
i. Checking of
exercises and
summative tests
ii. Recording of
academic
performance results
iii. Grading learners’
performance or
achievement
d. Homeroom Guidance
and Management
i. Class advising
duties
ii. Periodic reporting of
attendance
iii. Preparation and
submission of report
card and other
school forms
iv. Conference with
parents and home
visits when
necessary
3. School Heads shall prepare The statement is

individual class programs clear.
ensuring that teacher schedules
provide ample time for the
preparation and correction of
exercises and other work
incidental to normal teaching
27
duties herein defined.

4. Conference with parents and The statement is
home visits performed beyond clear.
regular work hours shall be
granted vacation service credits,
subject to the procedures
provided herein or as defined by
B.4 Teaching-related Assignments Please provide clear details for teachers
serving as multiple coordinators in
1. To ensure that teachers are various teaching related assignments.
focused on their core mandate,
only the following teaching- The central office shall also draw the
related assignments on top of parameters in the creation of teaching
the teacher ancillary tasks as related assignments which are usually
herein defined may be offshoots of government programs
designated to teachers, channeled through the schools (e.g
provided that developmental Brigada Eskwela, Tree Planting
programs are included in the Program, WINS, etc). These rob the
School Improvement Plan teachers time and energy which are
(SIP): supposedly devoted to actual teaching.
a. School Coordinator
i. Reading/Literacy
and Numeracy
ii. Research
iii. Special Needs
Education (SNED)
iv. Information,
Communication,
and Technology
v. Guidance and
Counselling
vi. Inclusive
Education (as may
28
be applicable)
b. Trainer/Adviser
i. School Paper
ii. Sports
Development
Programs
iii. Supreme
Elementary Learner
Government
(SELG)/Supreme
Secondary Learner
Government (SSLG)
c. Chairmanship
i. Grade Level
ii. Learning Area
2. In the designation of teaching- The statement is

related assignments, the clear.
School Heads shall consider
the specialization of the
teachers who shall be
assigned, along with their
respective workloads. They
shall also consider the
guidelines and requirements
written in other existing
policies related to the
teaching-related assignments
that shall be designated to
teachers.
3. The designation of the The statement is
abovementioned teaching- clear.
29
related assignments shall be

made by the School Heads, in
coordination and concurrence
with the concerned teachers.
All designations must be
submitted to and are subject
to approval by the Schools
Division Superintendent (SDS),
with copies furnished to the
School Governance Operations
Division (SGOD) and
Administrative Unit-Personnel
Section of the Schools Division
Office (SDO) (Annex C).
4. Performance of duties and
responsibilities in relation to
done beyond regular work
hours, whether within or
outside the school premises,
shall be granted vacation
service credits, subject to the
procedures provided herein or
as defined by other DepEd
issuances.
5. Other teaching-related This policy statement shall draw the
assignments, arising from new parameters for the creation of teaching-
programs from higher and related tasks from other agencies.
within governance levels,
whether internal initiatives or The department shall draw the line for
resulting from partnership tasks that are inherently teaching-
with stakeholders, shall be related. While the department is so
subsumed in any of the generous in accepting these new roles,
categories mentioned under teachers have become overworked yet
B.4.1. are not focusing on their primary
mandate, that is to teach.
30
The report from the Philippine Institute

of Development Studies attest to the
gargantuan tasks borne by the
teachers and to quote:
The study said teachers were likewise

expected to participate in various
government programs, such as mass
immunization activities, conditional cash
transfers, feeding programs, population
census-taking, anti-illegal drug efforts, and
elections, to name a few.
https://www.pids.gov.ph/details/pids-
to-deped-review-teachers-workload-to-
improve-quality-of-education
C. Administration of Compensation
and Benefits
C.1 Payment of Teaching

Overload
1. Teaching overload shall

be compensated
through teaching
overload pay. The
details on the process of
payment for teaching
overload shall be further
discussed in Annex D.
2. The School Head shall

prepare a record of
31
teachers who rendered

services beyond six (6)
hours aggregated on a
weekly basis. The
template for the
computation of hours is
likewise provided in
Annex D.
3. The payment of teaching To promote teachers’ welfare, it is
overload shall be made suggested that the department
on a quarterly basis, allocate budget for the teachers’
subject to the extent of teaching overload.
allotment for the
purpose. In the event of
insufficiency of funds,
teaching overload hours The payment of teaching overload
shall be converted to shall be made on a quarterly basis,
earned vacation service subject to the extent of allotment
credits provided under for the purpose. In the event of
existing DepEd Policy. insufficiency of funds, teaching
overload hours shall be
converted to earned vacation
service credits provided under
existing DepEd Policy.
C.2 Grant of Vacation Service
Credit
Administrative Tasks,
Teacher Ancillary Tasks
specified in Item B.3.4., and
performed by teachers beyond
regular work hours shall be
compensated through the
grant of VSC.
32
Eight hours (8) of services

rendered for administrative
tasks, teacher ancillary tasks,
and teaching-related
assignments shall be
equivalent to 1.25 vacation
service credits.
The grant of vacation service

credits shall be guided by the
following procedures:
1. Teachers shall secure The procedures are

authority from the School clear.
Head to render work beyond
regular work hours, specifying
the following (Annex E):
 Name and position
 Date and time (hours to be
rendered)
 Purpose/tasks to be
accomplished
 Justification
a. The School Head shall approve

the request after thorough
evaluation of the necessity
and urgency of the declared
purpose/tasks to be
accomplished.
2. For the request of grant of VSC,

the Teachers shall submit the
following to the School Head:
 Individual Daily Log and
33
Accomplishment Report (Annex

F):
 Approved authority
a. The School Head shall approve

the individual accomplishment
report for onward submission
to the Office of the Schools
Division Superintendent.
b. HRMOs/In-Charge shall
prepare the Special Order
indicating the list of eligible
teachers and number of earned
VSC based on the actual
number of hours/days teachers
have rendered, to be approved
by the SDS.
c. Once approved, the Personnel
Unit shall record the earned
VSC in the Employee’s Leave
Card.
d. Teachers shall be regularly
informed of their earned VSC.
3. Accumulated VSC are used to Procedures are

offset absences of a teacher due clear.
to illness or to offset
proportional deduction in the
vacation salary due to absences
for personal reasons or late
appointment.
4. The procedures for the use of
VSC to offset absences or
deduction in vacation salary
shall be in accordance with
other existing DepEd policy.
34
a. Absences as reflected in
the daily time record
(DTR) shall indicate
Vacation Service Credit
Applied (VSCA) for
offsetting absences.
C. Roles and Responsibilities The roles and

responsibilities of
1. Central Office the various
institutional levels
a. Conducts policy are clearly
orientation and capacity- specified.
building to field offices as
deemed necessary;
b. Monitors and evaluates
compliance with this Order
and provides appropriate and
timely technical assistance to
field offices;
c. Periodically assesses
and reviews the implementing
guidelines based on gathered
reports and results of
monitoring and evaluation;
and
d. Provides supplementary
tools to enhance the
implementation of the Policy.
e. Bureau of Human
Resource and Organizational
Development (BHROD) shall
continuously streamline
teachers’ tasks and duties
through the following:
35
i. Review policies and

programs, identify their
implications on teacher
workload, and recommend
policy action/s to the Office
of the Secretary for
approval.
ii. Consult with concerned
offices, review, and propose
recommendations for
possible streamlining
and/or harmonization, if
any, with regard to the
processes/procedures of
program implementation,
including reportorial
requirements.
iii. Maintain an inventory of
official school processes
and tasks assigned to
teachers that affect their
workload.
iv. Provide periodic reports
to the Management
regarding compliance with
this policy and anticipate
future and evolving school
processes that may affect
teacher workload.
v. Review and provide
recommendations to
congressional measures
with implications for
teacher workload.
2. Regional Offices The roles and
36
responsibilities of
Office of the Regional the various
Director institutional levels
a. Ensures overall are clearly
adherence to the SDOs specified.
and evaluates the impact
of the implementing
guidelines of the Policy;
b. Prepares a regional
implementation plan to
support the objectives of
this policy; and
c. Prepares and submits
reports and provides
recommendations
regarding this policy.
Administrative Unit –
Personnel Section
a. Consolidates budget
utilization reports from
their SDOs for forward
submission to BHROD on
a semiannual basis;
b. In coordination with the
Policy, Planning and
Research Division,
monitors and evaluates
compliance with this Order
by conducting workload
audit through the checking
of the consolidated report
on esf7 (School Personnel
Assignment List and Basic
Profile) of the Schools
Division Offices.
37
Field Technical
Assistance Division
(FTAD)
a. Through its composite
team, provides appropriate
enhance the capacity of
their SDOs in addressing
school concerns.
3. Schools Division Offices The roles and

responsibilities of
Office of the Schools the various
Division Superintendent institutional units
a. Ensures overall are clearly
adherence of schools and specified.
evaluates the impact of the
implementing guidelines of
the Policy;
b. Coordinate with the
Local Government Unit
(LGU) and endeavor that
schools without non-
teaching items shall be
provided with locally-hired
personnel pending the
completion of the
Guidelines on the School
Organizational Structure
and Staffing Standards and
deployment of school-based
non-teaching personnel;
School Governance and

Operations Division
38
(SGOD)
a. Revisit SDO functions
and processes requiring
reports and creating
coordinator roles for
teachers and identify
measures to remove other
coordinator roles assigned
to teachers;
b. Orient, capacitate, and
provide appropriate and
timely technical assistance
to School Heads, including
Head Teachers, and non-
teaching personnel, who
shall perform the
administrative tasks;
c. Address school queries
and concerns in relation to
the implementation of this
policy;
d. Monitor and evaluate
the compliance with this
Order; and
e. Provides technical
assistance to schools based
on the results of monitoring
and evaluation.
Administrative Unit-
Personnel Section
a. Monitors school
compliance to the
documentary requirements
for the payment of teaching
overload.
39
b. In coordination with the

Planning and Research
Section, ensures strict
compliance with the
deployment and prescribed
workload for school-based
personnel, including non-
teaching staff, by
conducting personnel and
workload audits.
Finance Unit
a. Ensures efficiency in the
payment of teaching
overload and prepares the
budget utilization report on
a semiannual basis.
4. Schools The roles and

responsibilities of
a. The School Head exercises the school offices
fair, reasonable, and equitable are clearly
distribution of teaching specified.
workload and overload,
teacher ancillary tasks,
teaching-related assignments,
and other workload of teachers
using the eSF7;
b. In cases of teaching
overload, School Heads
consider the specialization
requirements when assigning
additional teaching loads;
c. School Heads
continuously provide
opportunities for teachers to
40
professionally develop;
d. School Heads ensure strict
compliance with the
prescribed workload of
teachers using eSF7; and
e. Strengthen monitoring
and evaluation of the
implementation of this Order.
D. Grievance Mechanism The procedures for

addressing
Concerns, complaints, and/or grievance are
violations arising from the clearly specified.
implementation of this policy
shall be addressed through the
grievance machinery provided
under DO No. 35, s. 2004
(Revision of the Grievance
Machineries of the Department
of Education) or pertinent
rules on administrative cases
in the civil service.
VI. The Department of Education, The policy should clearly outline the
MONITORING through the BHROD, shall roles and responsibilities of various
AND monitor, evaluate, and review the organization levels in the M and E of its
EVALUATION implementation of this policy. implementation to ensure its
Furthermore, BHROD-SED shall effectiveness, identifying areas for
gather feedback on the improvement.
implementation of these
guidelines from concerned
personnel across different
governance levels.
Anchored on the principles of

decentralization and shared
41
governance, the Department aims

to empower the field offices in
terms of monitoring and
evaluating policy implementation
and providing technical
assistance.
VII. All other DepEd Orders, The repealing

REPEALING Memoranda, and related clause is clearly
CLAUSE issuances, rules and regulations, stated.
and provisions which are
inconsistent with this Order are
hereby rescinded or modified
accordingly.
VIII. If any provision of this Order is The separability
SEPARABILIT declared invalid or unenforceable clause is clear.
Y CLAUSE by competent authority or the
Courts, all other provisions not
affected shall remain in force and
in effect.
IX. Relative to the pilot Transitory
TRANSITORY implementation of the Alternative provision is clear.
PROVISION Learning System – Senior High
School (ALS-SHS), this Policy
allows for the granting of teaching
overload pay to eligible teachers in
identified pilot schools subject to
the provisions indicated herein.
An official list of pilot schools
shall be released in a separate
DepEd issuance for the said
purpose.
This arrangement shall be deemed

temporary until such time when
dedicated full-time ALS teachers
42
are allotted and deployed for the

senior high schools.
In view of the curriculum reform

and development, provisions that
may be found inconsistent with its
implementation shall be subject to
further review.
X. This DepEd Order shall take effect The effectivity

EFFECTIVITY immediately upon its approval, clause articulates
issuance, and publication on its the process for
website. Certified copies of this policy
Order shall be registered with the implementation.
Office of the National
Administrative Register (ONAR) at
the University of the Philippines
Law Center (UP LC), UP Diliman,
Quezon City.
Other 1. Are there proposed implementation arrangements that do not fit your current realities?
Comments What are these situations?
and 2. Are there proposed teacher workloads, duties, and tasks which are not reflected in the
Suggestions draft policy? What are these assignments?
3. Are you amenable with the arrangements on compensating teaching overload, teaching-
related tasks (and/or administrative tasks) performed beyond 8 hours? Do you have
Note: Kindly, some suggestions on additional compensation?
add rows for 4. Do you have other comments and suggestions that you think are also essential
your considerations in the finalization of the proposed guidelines?
responses
The comments and suggestions are provided in each part of the policy.
43

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Draft Policy Guidelines, re: Immediate Removal of Administrative Tasks and Rationalization of Teachers’ Workload

SDO Cavite Province

Name of Respondent (Optional)

Section Provision Comments/ Suggested Revision

protecting teacher welfare and improvement.

tasks like class advising duties being is well-

mechanism and procedure.

Moreover, reports and studies

Through this Order, the

improving the teaching and

II. SCOPE This DepEd Order provides The policy scope

and accumulation of vacation status (permanent,

III. a. Administrative tasks refer to The definition

b. Class Advising Duties refers to an The definition should also capture a

communities or households used for classroom.

responsible for the administrative defined.

Please include also examples of teacher

k. Teachers refer to those occupying The term is clearly

illness or to offset proportional

quality teaching is realized, effective learning.

them to focus more

V. A. Removal of Administrative Please specify administrative tasks for

AND a. Personnel Administration

do not have regular teaching

ii. Administrative tasks

ii. Administrative tasks

iii. To augment the non-

iv. Teachers assigned to

The accrued VL-SL

used for future

B.1 Teaching Load Please provide illustrative samples to

ii. In cases where

iii. The provision of

2. Class advising duties, as part The statement is

3. Remediation and/or Please provide specific details for this

2. To ensure the general welfare The statement is

are subjected to a fair and

1. To further support the

2. The following shall be The policy shall include prioritization of

3. School Heads shall prepare The statement is

duties herein defined.

2. In the designation of teaching- The statement is

related assignments shall be

The report from the Philippine Institute

The study said teachers were likewise

C.1 Payment of Teaching

1. Teaching overload shall

2. The School Head shall

teachers who rendered

Eight hours (8) of services

The grant of vacation service

1. Teachers shall secure The procedures are

a. The School Head shall approve

2. For the request of grant of VSC,

Accomplishment Report (Annex

a. The School Head shall approve

3. Accumulated VSC are used to Procedures are

C. Roles and Responsibilities The roles and

i. Review policies and

2. Regional Offices The roles and

3. Schools Division Offices The roles and

School Governance and

b. In coordination with the