THEME:

CLB: MAKING EDUCATION WORK FOR THE

21ST CENTURY LEARNERS

A THREE-PARTS TOPIC
PRESENTER:

DR. JERRYSON S. JORDAN AUGUST 1, 2019

 PART 1:
OUR ROLE, DUTIES & RESPONSIBILITIES &
OUR COMMITMENT
PART 2:
CLB EMPLOYEE HANDBOOK

PART 3:
LEVELING UP the ENGLISH
PROFICIENCY of the 21ST CENTURY TEACHERS
and BEYOND
 PART 1:
OUR ROLE, DUTIES & RESPONSIBILITIES &
OUR COMMITMENT
 OUR ROLES, IRREGARDLESS OF:

STATUS OF APPOINTMENT:
 Permanent
 Temporary
 Co-Terminus
 Contractual
 Casual
 Part - Time
JOB DESCRIPTION.
• This sums up the tasks, functions and responsibilities of the employee who will
be holding the position.

TASKS OR FUNCTIONS.
• These refer to the specific activities or work that the employee will perform.

RESPONSIBILITIES.
• Each position is associated with sets of responsibilities. This answers the
question on what are the expected results associated with the job of the
one in the position.
 General Provisions
1.1 STATEMENT OF RESPONSIBILITIES
• Section 1. A faculty is a trustee of the cultural and educational heritage of the nation and is responsible to
transmit to students such heritage as well as to elevate national morality, promote national pride, cultivate
love of country, instill allegiance to the constitution and for all duly constituted authorities and shall promote
obedience to the laws of the state.
• Section 2. A faculty shall actively help carry out the declared policies of the state and shall take an oath to
this effect.
• Section 4. A faculty shall actualize full commitment and devotion to duty.
• Section 7. A faculty shall render the best service by providing an environment conducive to learning and
growth.
• Section 9. A faculty shall merit reasonable social condition and shall behave with honor and dignity at all
times and shall refrain from activities such as gambling, smoking, drunkenness and other excesses much less
illicit relationships.
• Section 11. A faculty shall maintain harmonious and pleasant personal and official relations with other
professionals, with government officials and with the people both individually and collectively.
• Section 13. A faculty shall show at all times professional courtesy, helpfulness and sympathy towards fellow
faculty and other school personnel.
 General Provisions
1.1 STATEMENT OF RESPONSIBILITIES, cont’n
• Section 15. A faculty shall actively insure that teaching is the noblest profession and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
• Section 16. A faculty shall participate in the Continuing Professional Development (CPD) Program of the
Professional Regulation Commission (PRC) and shall pursue such other professional studies to improve his/her
efficiency, enhance the prestige of the teaching profession and competence, virtues and productivity for
global competitiveness.
• Section 21. A faculty may submit in writing to proper authorities any justifiable criticism against an associate
without violating the right of the concern faculty.
• Section 22. A faculty shall make it his/her duty to make an honest effort to understand and support the
legitimate policies of the college and the administration regardless of personal feeling or private opinion and
shall faithfully and diligently carry them out.
• Section 25. A faculty shall be responsible to determine the academic marks and the promotion of learners in
the course/s he/she handles in accordance with the generally accepted procedures of evaluation and
criteria set for measurement. Should there be complaints regarding the matter, a faculty immediately take
appropriate actions of serving due process.
• Section 26. A faculty shall recognize that the interest and welfare of the students are of utmost and foremost
concerns and shall exercise fairness and impartiality with each one of them.
• Section 29. A faculty shall not inflict corporal punishment on offending students nor make deductions from
their scholastic ratings as a punishment for acts which do not manifest poor scholastic standing.
EMPLOYEE’S ROLE
A. Fulfilling the duties and responsibilities established in our job
description.
B. Meeting performance standards set by the organization
and the Civil Service Regulations
C. Attending education and training programs to achieve
awareness and understanding of work ethics and improve
standards.
D. Taking all reasonable steps to safeguard assets against
waste, loss, unauthorized use.
E. Prohibiting the use of his or her official position to secure
unwarranted privileges.
WE ARE EQUALLY IMPORTANT IN THE ORGANIZATION.
 THE TASKS ASSIGNED TO EACH OF US.

RESPONSIBILITIES MAY VARY, BUT THE LEVEL OF

EXPECTATION TO FULFIL THOSE TASKS IS THE SAME.
 PART 2:

CLB EMPLOYEE HANDBOOK

 POLICIES TO BE FOLLOWED.
Leave of Absence:

Vacation Leave/Sick Leave/Mandatory Annual 5-day Vacation Leave(Forced

Leave)/Maternity Leave/Paternity Leave/Special Privilege
Leave/Rehabilitation Leave/Parental Leave to Solo Parent/Special Leave
Benefits for Women under Magna Carta of Women/Study Leave

Termination of Employment:

Resignation/Retirement/Compulsory Retirement
 POLICIES TO BE FOLLOWED.
Terms and Condition of Work:

The Agency strictly observes the rules on keeping of time record and uses
Computerized Attendance Tracking System to record employee’s time in/out.

Activities such as to pay bills, to withdraw from personal saving

accounts, to purchase personal needs, to file/follow up loans, to
visit wakes, to attend parental or filial obligations, medical check
up and other similar or related activities are considered
personal.
Under times or tardiness incurred out of these personal reasons
shall be deducted from one’s leave credits.
• All officials and employees are required to attend the flag raising ceremony on Mondays
at 8:00 AM, Human Resource Officer shall monitor employees attendance to, or
participation in the flag ceremonies, and shall consider their attendance or participation
thereto, in rating compliance with Office rules and regulations.
 POLICIES TO BE FOLLOWED.

• Compensatory Time-Off (CTO)

• Policy on Filing of Leave
• Revised Policy on Monitoring Professors Attendance (Enhanced)
• Revised Policy on use of Personal Locator Pass (PLP)
• Dress Code Prescribed for CLB Officials and Employees
 POLICIES TO BE FOLLOWED.
Policy on Discipline and Grievance Machinery
Government officials and employees are expected to behave properly and act
as role models . They must observe, at the very least, the norms of
conduct embodied in the Code of Conduct and Ethical Standards for Public
Officials and employees, to wit:
1) Commitment to public interest – you may always put the interest of the public whom
you serve over and above your personal interest.
2) Professionalism – you are expected to discharge your duties with utmost
dedication to duty and with the highest degree of excellence,
intelligence and skill.
3) Justness and sincerity – you must be true to your clients at all times. You must treat
everyone equally and must respect the right of others.
4) Political neutrality – you must serve your clients professionally irrespective of their
party affiliation. You should also refrain from showing your political color or prejudices.
 POLICIES TO BE FOLLOWED.
Policy on Discipline and Grievance Machinery
4) Responsiveness to the public – this refers to your prompt
and accurate delivery of service to the public.
5) Nationalism and patriotism – you are expected to show
your love for and loyalty to your country even in small
deeds.
6) Commitmment to democracy – you should uphold the
Constitution, observe principle of public accountability
and always put civilian supremacy over the military.
7) Simple Living – you should lead a modest lifestyle
appropriate to your position and income.
 POLICIES TO BE FOLLOWED.
Administrative Complaint
• As a public, you may be meted out disciplinary actions for certain violations.
Disciplinary actions involve the conduct of proceedings for administrative cases,
for example falsification of public documents, insubordination, nepotism,
dishonesty and misconduct. Administrative offenses are classifieds into grave,
less grave or light depending on the gravity or depravity and effects on the
government service. Penalties range from reprimand to dismissal from the
service.
• PERSONNEL ACTIONS
a. Promotion e. Designation i. Re-employment
b. Reassignment f. Secondment j. Re-appointment
c. Demotion g. Transfer k. Renewal
d. Detail h. Reinstatement l. Upgrade/Reclassification
 POLICIES TO BE FOLLOWED.
• Absenteeism and Tardiness
• An employee shall be considered habitually absent if one incurs unauthorized absences
exceeding the allowable two and half days monthly leave credit under the leave law for
at least three months in a semester or at three consecutive months during the year.
• Under the Uniform Rules on Administrative Case in the Civil Service, frequent tardiness,
unauthorized tardiness (Habitual Tardiness) could either be a grave offense under Rule IV,
section 52, Paragraph (A), No. (17) or a light offense under Rule IV, Section 52, Paragraph
(C), No. 4, of the same Rules, depending on the frequency of its commission and its
effects to the general service with the following penalties:

Grave Offense 1st Offense Suspension (6 months, 1 day to 1 year)

2nd Offense Dismissal
Light Offense 1st Offense Reprimand
2nd Offense Suspension (1-30 days)
3rd Offense Dismissal
 POLICIES TO BE FOLLOWED.
• Absenteeism and Tardiness
• An employee shall be considered habitually absent if one incurs unauthorized absences
exceeding the allowable two and half days monthly leave credit under the leave law for
at least three months in a semester or at three consecutive months during the year.
• Under the Uniform Rules on Administrative Case in the Civil Service, frequent tardiness,
unauthorized tardiness (Habitual Tardiness) could either be a grave offense under Rule IV,
section 52, Paragraph (A), No. (17) or a light offense under Rule IV, Section 52, Paragraph
(C), No. 4, of the same Rules, depending on the frequency of its commission and its
effects to the general service with the following penalties:

Grave Offense 1st Offense Suspension (6 months, 1 day to 1 year)

2nd Offense Dismissal
Light Offense 1st Offense Reprimand
2nd Offense Suspension (1-30 days)
3rd Offense Dismissal
2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES
• GRAVE OFFENSES PUNISHABLE BY DISMISSAL FROM THE SERVICE;
• SERIOUS DISHONESTY
• GROSS NEGLECT OF DUTY
• GRAVE MISCONDUCT
• BEING NOTORIOUSLY UNDESIRABLE
• CONVICTION OF A CRIME INVOLVING MORAL TURPITUDE
• FALSIFICATION OF OFFICIAL DOCUMENT
• PHYSICAL OR MENTAL DISORDER DUE TO IMMORAL OR VICIOUS HABITS
• RECEIVNG FOR PERSONAL USE OF A FEE, GIFT OR OTHER VALUABLE THING IN THE COURSE OF OFFICIAL
DUTIES.
• CONTRACTING LOANS OF MONEY OR OTHER PROPERTY FROM PERSONS WITH WHOM THE OFFICE OF
THE EMPLOYEE HAS BUSINESS RELATIONS
• SOLICITING OR ACCEPTING DIRECTLY OR INDIRECTLY, ANY GIFT, GRATUITY, FAVOR, ENTERTAINMENT,
LOAN OR ANYTHING OF MONETARY VALUE IN THE COURSE OF ONE’S OFFICIAL DUTIES.
• NEPOTISM
• DISLOYALTY TO THE REPUBLIC OF THE PHILIPPINES AND TO THE FILIPINO PEOPLE.
 2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES
• GRAVE OFFENSES PUNISHABLE BY SUSPENSION OF SIX(6) MONTHS, AND ONE (1)
DAY TO ONE(1) YEAR- FOR THE FIRST OFFENSE AND DISMISSAL FROM THE SERVICE
FOR THE SECOND OFFENSE.
• LESS SERIOUS DISHONESTY
• OPPRESSION
• DISGRACEFUL AND IMMORAL CONDUCT
• INEFFICIENCY AND INCOMPETENCE IN THE PERFORMANCE OF OFFICIAL DUTIES
• FREQUENT UNAUTHORIZED ABSENCES (HABITUAL ABSENTEEISM)
• HABITUAL TARDINESS IN REPORTING FOR DUTY CAUSING PREJUDICE TO THE
OPERATIONS OF THE OFFICE
• LOAFING FROM DUTY DURING REGULAR OFFICE HOURS
• REFUSAL TO PERFORM OFFICIAL DUTY
• GROSS INSUBORDINATION
• CONDUCT PREJUDICIAL TO THE BEST INTEREST OF THE SERVICE
 2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES
• GRAVE OFFENSES PUNISHABLE BY SUSPENSION OF SIX(6) MONTHS, AND ONE (1) DAY
TO ONE(1) YEAR- FOR THE FIRST OFFENSE AND DISMISSAL FROM THE SERVICE FOR
THE SECOND OFFENSE. Continuation….
• DIRECTLY OR INDIRECTLY HAVING FINANCIAL AND MATERIAL INTEREST IN ANY
TRANSACTION REQUIRING THE APPROVAL OF ONE’S OFFICE.
• OWNING, CONTROLLING, MANAGING, OR ACCEPTING EMPLOYMENT AS OFFICER,
EMPLOYEE, CONSULTANT, COUNSEL, BROKER, AGENT, TRUSTEE, OR NOMINEE IN A NY
PRIVATE ENTERPRISE REGULATED, SUPERVISED OR LICENSED BY ONE’S OFFICE
• DISCLOSING OR MISUSING CONFIDENTIAL OR CLASSIFIED INFORMATION OFFICIALLY
KNOWN BY REASON OF ONE’S OFFICE AND NOT MADE AVAILABLE TO THE PUBLIC.
• OBTAINING OR USING ANY STATEMENT FILED UNDER THE CODE OF CONDUCT AND ETHICAL
STANDARDS FOR PUBLIC OFFICIALS AND EMPLOYEES FOR ANY PURPOSE CONTRARY TO
MORALS OR PUBLIC POLICY.
• RECOMMENDING ANY PERSON TO ANY POSITION IN A PRIVATE ENTERPRISE WHICH HAS A
REGULAR OR PENDING OFFICIAL TRANSACTION WITH ONE’S OFFICE.
 2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES
• THE GRAVE OFFENSE OF INEFFICIENCY AND INCOMPETENCE IN THE PERFORMANCE OF OFFICIAL
DUTIES MAY BE PUNISHABLE BY DEMOTION.
• LESS GRAVE OFFENSES PUNISHABLE BY SUSPENSION OF ONE (1) MONTH AND ONE (1) DAY TO SIX (6)
MONTHS FOR THE FIRST OFFENSE; AND DISMISSAL FROM THE SERVICE FOR THE SECOND OFFENSE.
• SIMPLE NEGLECT OF DUTY
• SIMPLE MISCONDUCT
• DISCOURTESY IN THE COURSE OF OFFICIAL DUTIES
• VIOLATION OF EXISTING CIVIL SERVICE LAWS AND RULES OF SERIOUS IN NATURE
• INSUBORDINATION
• HABITUAL DRUNKENESS
• UNFAIR DISCRIMINATION IN RENDERING PUBLIC SERVICE DUE TO PARTY AFFILIATION OR
PREFERENCE
• FAILURE TO FILE SWORN STATEMENT OF ASSETS AND LIABILITIES AND NET WORTH(SALN),
• FAILURE TO RESIGN FROM ONE’S POSITION IN THE PRIVATE BUSINESS ENTREPRISE WITHIN THRITY
(30) DAYS FROM THE ASSUMPTION OF PUBLIC OFFICE WHEN CONFLICT OF INTEREST ARISES.
• ENGAGING DIRECTLY OR INDIRECTLY IN PARTISAN POLITICAL ACTIVITIES BY ONE HOLDING NON-
POLITICAL OFFICE
 2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES
• LESS GRAVE OFFENSES OF SIMPLE DISHONESTY IS PUNISHABLE BY
SUSPENSION OF ONE (1) MONTH AND ONE (1) DAY TO SIX (6) MONTHS FOR
THE FIRST OFFENSE; AND SIX (6) MONTHS AND ONE (1) DAY TO ONE(1) YEAR
FOR THE SECOND OFFENSE, AND DISMISSAL FROM THE SERVICE FOR THE
THIRD OFFENSE.
• LIGHT OFFENSES ARE PUNISHABLE BY REPRIMAND FOR THE FIRST OFFENSE,
SUSPENSION OF ONE (1) TO THIRTY (30) DAYS FOR THE SECOND OFFENSE
AND DISMISSAL FROM THE SERVICE FOR THE THIRD OFFENSE.
• SIMPLE DISCOURTESY IN THE COURSE OF OFFICIAL DUTIES
• IMPROPER OR UNAUTHORIZED SOLICITATION OF CONTRIBUTIONS FROM
SUBORDINATE EMPLOYEES AND IN THE CASE OF TEACHERS OR SCHOOL
OFFICIALS FROM THE SCHOOL CHILDREN.
• VIOLATION OF REASONABLE OFFICE RULES AND REGULATIONS
 2017 RULES ON ADMINISTRATIVE CASES IN THE CIVIL SERVICE
ADMINISTRATIVE OFFENSES AND PENALTIES

• LIGHT OFFENSES ARE PUNISHABLE BY REPRIMAND FOR THE FIRST OFFENSE, SUSPENSION
OF ONE (1) TO THIRTY (30) DAYS FOR THE SECOND OFFENSE AND DISMISSAL FROM THE
SERVICE FOR THE THIRD OFFENSE.
• SIMPLE DISCOURTESY IN THE COURSE OF OFFICIAL DUTIES
• IMPROPER OR UNAUTHORIZED SOLICITATION OF CONTRIBUTIONS FROM SUBORDINATE
EMPLOYEES AND IN THE CASE OF TEACHERS OR SCHOOL OFFICIALS FROM THE
SCHOOL CHILDREN.
• VIOLATION OF REASONABLE OFFICE RULES AND REGULATIONS
• HABITUAL TARDINESS
• GAMBLING PROHIBITED BY LAW
• REFUSAL TO RENDER OVERTIME SERVICE
• DISGRACEFUL, IMMORAL OR DISHONEST CONDUCT PRIOR TO ENTERING THE SERVICE
• BORROWING MONEY BY SUPERIOR OFFICERS FROM SUBORDINATES
• WILLFUL FAILURE TO PAY JUST DEBTS OR WILFULL FAILURE TO PAY TAXES DUE TO THE
GOVERNMENT
LIGHT OFFENSES ARE PUNISHABLE BY REPRIMAND FOR THE FIRST OFFENSE, SUSPENSION OF ONE (1) TO
THIRTY (30) DAYS FOR THE SECOND OFFENSE AND DISMISSAL FROM THE SERVICE FOR THE THIRD
OFFENSE. Continuation…

• LOBBYING FOR PERSONAL INTEREST OR GAIN IN LEGISLATIVE HALLS AND OFFICES

WITHOUT AUTHORITY
• PROMOTING THE SALE OF TICKETS IN BEHALF OF PRIVATE ENTERPRISE THAT ARE NOT
INTENDED FOR CHARITABLE OR PUBLIC WELFARE PURPOSES
• ENGAGING IN PRIVATE PRACTICE OF ONE’S PROFESSION UNLESS AUTHORIZED
• PURSUIT OF PRIVATE BUSINESS OR VOCATION OR PROFESSION WITHOUT THE PERMISSIN
REQUIRED.

SECTION 51-A: THE OFFENSES OF SEXUAL HARASSMENT

Grave Offenses Less Grave Offenses Light Offenses

SECTION 51-B: VIOLATIONS OF REPUBLIC ACT No. 9485 or ANTI-RED TAPE ACT OF 2007

Grave Offenses Light Offenses

 COPY OF

2017 RULES ON ADMINISTRATIVE CASES IN

THE CIVIL SERVICE
IS ON FILE
 PART 3

LEVELING UP the ENGLISH

PROFICIENCY of the 21ST CENTURY TEACHERS
and BEYOND
 DATA TO PONDER
There are 196 countries, but how many languages are there in the world today?
According to Ethnologue, there are currently 7,102 languages spoken around the
world.
The most popular is Mandarin Chinese.
There are 1,213,000,000 people in the world that speak that language. This is the list
of the most widely spoken languages in the world.
TOP TEN MOST SPOKEN LANGUAGE
Language Primary Speakers Secondary Speakers Total

1 Chinese (Mandarin) 1,299,700,000 202,000,000 1,501,700,000

2 Spanish 442,000,000 70,000,000 512,000,000
3 English 378,000,000 743,000,000 1,121,000,000
4 Arabic 315,000,000 132,000,000 447,000,000
5 Hindi 260,000,000 120,000,000 380,000,000
6 Bengal 242,000,000 19,000,000 261,000,000
7 Portuguese 222,000,000 13,000,000 235,000,000
8 Russian 153,000,000 110,000,000 263,000,000
9 Japanese 128,000,000 Not identfied 128,000,000
10 Punjabi 119,000,000 not identified 119,000,000.00
DATA: EF ENGLISH PROFICIENCY INDEX (EPI)
DATA: ENGLISH FIRST (EF) –ENGLISH PROFICIENCY INDEX (EPI)
• The Philippines made it to the top 15 countries worldwide with the best non-native English
speakers in the world, as released by an international education company, Education First
(EF) Ltd., in November 2015.
• According to EF, its EPI ranking was based on test data from more than 950,000 adults who
took the an online English tests.
•
While Philippines got the 13th rank, Malaysia has landed on the 12th rank in the sixth edition of
the EF EPI ranking.
• Both the Philippines and Malaysia were tagged with a high English-proficiency level. The
Philippines has an EF EPI score of 60.33, while Malaysia has an EF EPI score of 60.70.
• On the other hand, Singapore was the only country included in the top 10, at No. 6 worldwide
of the 19 countries in Asia with an EF EPI score of 63.52.
• “For the first time, an Asian country, Singapore, is in the highest proficiency band,” said EF, a
privately held firm founded in 1965 by Bertil Hult and family.
• The Netherlands ranked first in the index, while Scandinavian countries Denmark, Sweden,
Norway and Finland rounded out the top 5.
 IN ASIA. 19 Countries

03
22

14

31

30

41

51

48

49

44

47

50
80

64

58

79

85

81
Data Courtesy of :EDUCATION FIRST LTD – ENGLISH PROFICIENCY INDEX.

EF EPI 2018
2018: Philippines Ranked 14th (61.84) of 88 countries in the world.
2017: Philippines Ranked 15th (60.59) of 80 countries in the world.
2016: Philippines Ranked 13th (60.33) of 72 countries in the world.
(Philippines participated in only in 2016).
70 countries participated in 2015
63 countries participated in 2014
60 countries participated in 2013
54 countries participated in 2012
There were 44 countries in 2011 when EF Ltd. EPI was first introduced.

These EPI was rated using the following benchmarks:

VERY HIGH PROFICIENCY
HIGH PROFICIENCY
MODERATE PROFICIENCY
LOW PROFICIENCY
VERY LOW PROFICIENCY
70EF EPI Score

EF EPI BY INDUSTRY, 2018

60

50

40

30

20

10

0
Bankin Inform
Pharm Travel Engg & Mining Food & Teleco Manuf
g & Agricul ation Consult Health Autom Insuran Public Logistic Aviatio
Media aceuti & Constr & Bevera mmuni acturin Retail
Financ ture Techno ing Care otive ce Sector s n
cals Tourism uction Energy ge cation g
e logy
20 62 60 59 58 56 55 54 53 52 51 50 50 48 47 47 47 46 45 42
 WOMEN SPEAK ENGLISH BETTER THAN MEN,,
• The finding has been true for all EF EPI indices, an the gender gap, which narrowed in
2016 has widened again. Research into how boys and girls learn foreign languages has
shown that female students are more motivated, use a wider variety of strategies to retain
new information and are more willing to make mistakes. Women on the whole are also
more likely than men to finish secondary school and attend university.

BUT
• Unfortunately, businesses are not benefiting as much as they could from
women’s English skills. Studies have shown that women speak less in
meetings and negotiations than men and are interrupted more when they do
speak.
 DEPED DATA
For Public HS Students
posted an average score of:
• 44.1% - SY 2016 to 2017
• 44.7% - SY 2015 to 2016
• 48.9% - SY 2011 to 2012
• 47.92% - SY 2010 to 2011
• 45.56% - SY 2009 to 2010
• 46.71% - SY 2008 to 2009
• 49.26% - SY 2007 to 2008
For Public ES Students
posted an average score of:
40.11% - SY 2016 to 2017
41.5% - SY 2015 to 2016
66.79% - SY 2011 to 2012
68.15% - SY 2010 to 2011
68.01% - SY 2009 to 2010
65.55% - SY 2008 to 2009
64.81% - SY 2007 to 2008
 PROFESSIONAL REGULATION COMMISSION – SCHOOL
PERFORMANCE DATA: 2010-2019

PROFESSIONAL REGULATION COMMISSION, SCHOOL PERFORMANCE DATA

FIRST TIMER REPEATERS OVERALL PERFORMANCE
Passed Failed Total % Passed Failed Total % Passed Failed Total %
Elem 2010 (53) 15 30 45 33.33 0 0 0 0 15 30 45 33.33
Elem 2011 (58) 0 0 0 0 8 13 21 38.10 8 13 21 38.10
Elem 2012 (36) 26 7 33 78.79 2 5 7 28.57 28 12 40 70.00
COLEGIO Elem 2013 (34) 25 8 33 75.76 0 8 8 0.00 25 16 41 60.98
NG Elem 2014 (74) 1 0 1 100.00 8 7 15 53.33 9 7 16 56.25
LUNGSOD Elem 2015 (58) 3 2 5 60.00 14 18 32 43.75 17 20 37 45.95
NG Elem 2016 (70) 1 0 1 100.00 11 8 19 57.89 12 8 20 60.00
BATANGAS Elem 2017 (72) 46 29 75 61.33 0 21 21 0.00 46 50 96 47.92
Elem 2018 (112) 40 64 104 38.46 5 15 20 25.00 45 79 124 36.29
Elem 2019 (110) 0 2 2 00.00 29 50 79 36.71 29 52 81 35.80
TOTAL: 683

AVE. in 10
YRS 157 142 299 52.86 77 145 222 34.68 234 287 521 44.91
DEPED’S EXPECTED CORE STANDARD OF ENGLISH PROFICIENCY
OF STUDENT’S EACH TERM
• GRADE 12 - Students should be able to integrate communication and
language skills for creating meaning using oral and written texts, various
genres, and discursive contexts for personal and professional purposes.

• GRADE 10 - Students should be able to interpret, evaluate and represent

information within and between learning area texts and discourses.

• GRADE 6 - Student should be able to construct meanings and communicate

them using creative, appropriate and grammatically correct oral and
written language.

• GRADE 3 - Students should be able to demonstrate eagerness to explore and

experience oral and written texts and to communicate meanings and
feelings effectively.
 OUR OBJECTIVES:

• To improve the ability to communicate and develop

linguistic competence in the delivery of instruction, students’ interaction
and casual conversation.

• To be able speak with confidence in a variety of situations for a variety

of purposes and audiences.

• To be conscious of the requisite of the 21st century graduates and their

readiness for the workforce.
 WHAT IS OUR COMMITMENT?
To develop our CLB students holistically….
To transform them into a competitive and ready individuals for
the workforce..
To help them find a job suited for the coursework they have
completed.
To enable them to PASS PRC licensure examination and improve CLB’s
School Performance

To become productive members of the society and

contributors to the growth of our region and the nation in
general.
 LET US PUT OUR STUDENTS INTO PLAY..

Have you heard about Mixed Proficiency Language

Class or MPLC?
It refers to the situation faced by teachers when students with
different language proficiency levels (beginner, intermediate, and
advanced) are placed in the same group to receive instruction.
THE QUESTION IS…..

HOW?
 COMPETENCIES PROFICIENCY SCALE
• The NIH Proficiency Scale is an instrument used to measure one’s ability to
demonstrate a competency on the job. The scale captures a wide range of
ability levels and organizes them into five steps; from “Fundamental” to
“Expert”.

• In combination with the Proficiency Map for a specific occupation, an

individual can compare their current level of proficiency to top performers in
the same occupation. This scale serves as the guide to understanding the
expected proficiency level of top performers at each grade level.
 LEVEL OF PROFICIENCY

1 - Fundamental (basic knowledge)

2 - Novice (limited experience)
3 - Intermediate (practical application)
4 - Advanced (applied)
5 - Expert (authority)
 LEVEL OF PROFICIENCY

FUNDAMENTAL (basic knowledge)

You have a common knowledge or an understanding of basic techniques and
concepts.
ATTRIBUTES:
• Focus on learning.
 LEVEL OF PROFICIENCY

NOVICE (limited experience)

You have the level of experience gained in a classroom and/or

experimental scenarios or as a trainee on-the-job. You are expected to
need help when performing this skill.
ATTRIBUTES:
• Focus on developing through on-the-job experience;
• You understand and can discuss terminology, concepts, principles and issues
related to this competency;
• You utilize the full range of reference and resource materials in this
competency.
 LEVEL OF PROFICIENCY

INTERMEDIATE (practical application)

You are able to successfully complete tasks in this competency as
requested. Help from an expert may be required from time to time, but
you can usually perform the skill independently.
ATTRIBUTES:
• Focus is on applying and enhancing knowledge or skill;
• You have applied this competency to situations occasionally while needing
minimal guidance to perform successfully;
• You understand and can discuss the application and implications of
changes to processes, policies, and procedures in this area.
 LEVEL OF PROFICIENCY

ADVANCED (applied)
You can perform the actions associated with this skill without assistance. You
are certainly recognized within your immediate organization as "a person to
ask" when difficult questions arise regarding this skill.
ATTRIBUTES:
• Focus is on broad organizational/professional issues;
• You have consistently provided practical/relevant ideas and perspectives on
process or practice improvements which may easily be implemented;
• You are capable of coaching others in the application of this competency by
translating complex nuances relating to this competency into easy to understand
terms;
• You participate in senior level discussions regarding this competency;
• You assist in the development of reference and resource materials in this
competency.
 LEVEL OF PROFICIENCY
EXPERT (authority)
You are known as an expert in this area. You can provide guidance, troubleshoot and
answer questions related to this area of expertise and the field where the skill is used.
ATTRIBUTES:
• Focus is strategic;
• You have demonstrated consistent excellence in applying this competency across
multiple projects and/or organizations;
• You are considered the “go to” person in this area within NIH and/or outside
organizations;
• You create new applications for and/or lead the development of reference and
resource materials for this competency;
• You are able to diagram or explain the relevant process elements and issues in relation
to organizational issues and trends in sufficient detail during discussions and
presentations, to foster a greater understanding among internal and external colleagues
and constituents.
 COMPETENCIES HELP EMPLOYEES TO:

• Understand the competencies expected in their job, the key behaviors they
should demonstrate, and the steps needed to increase their proficiency
levels

• Discuss with their supervisors the employee’s strengths, areas for growth, and
suggested training, and developmental activities

• Focus on specific training and development opportunities that will help them
grow and strive for excellence

• Understand the competencies they would be expected to have to move

into a new job, particularly for employees who are interested in becoming
supervisors and managers or in changing careers
 COMPETENCIES HELP SUPERVISORS TO BETTER
• Screen prospective employees during the hiring process, which results in
better hiring decisions

• Discuss with employees their strengths, areas for growth, training, and
developmental activities

• Distribute work more efficiently by using the knowledge of employees’

proficiency levels.

• Acquire training and development opportunities systematically and

efficiently, e.g., develop training partnerships between organizations,
bringing tailored training to employees, etc.

• Determine what type of skill sets are needed in the future, which helps
support succession planning.
 WHAT IS THE RELATIONSHIP BETWEEN PERFORMANCE AND
COMPETENCIES?
The relationship between relationship and competencies is INDIRECT.
As an employees increase their proficiency levels, their performance outputs generally
be expected to improve. Institutions whose employees have high proficiency levels
are institutions that would be expected to have superior organizational performance.
However, this is NOT always the case.
An individual may posses the required knowledge, skills, abilities and behaviors but
may be performing at a lower level than expected due to various factors:

 Personal problems
 Lack of focus
 Job dissatisfaction
 Negative reaction to organizational change,
 Lack of organizational resources
 Etc.
•
 EXPECTED TEACHER COMPETENCIES
• Research reveals that how teachers instruct and these interactions with students is the
cornerstone around which to build effective schools in order to produce well-versed
graduates.
• There currently is an abundant knowledge-base to inform us that in schools teachers
play the critical role in student learning and achievement.
• Based on studies accumulated over the past 40 years on a key education driver,
teacher competencies offers practical strategies, practices, and rules to guide teachers
in ways to improve instruction that improves student performance and the quality of the
work experience.
• Four groupings of these competencies can help organize and simply for teachers what
they need to master to maximize their performance:

• classroom management,
• instructional delivery,
• formative assessment, and
• personal competencies.

• These four categories also provide the essential core around which decision makers can
construct teacher preparation, teacher hiring, teacher development, and teacher and
school evaluations.
 WHAT ARE TEACHER COMPETENCIES?

• Competencies are the skills and knowledge that enable a teacher to be

successful.

• To maximize student learning, teachers must have expertise in a wide-

ranging array of competencies in an especially complex environment where
hundreds of critical decisions are required each day affecting the quality of
graduates being produced.
 WHY IS THIS IMPORTANT?

• The transformational power of an effective teacher is something many of us

have experienced. Intuitively, the link between teaching and students’
academic achievement may seem obvious, but what is the evidence for it?
• Research confirms this common perception of a link and reveals that of all
factors under the control of a school, teachers are the most powerful
influence on student success.

• What separates effective teachers from ineffective ones, and how can this
information be used to support better teaching?

• The institution may now begin to build a profile of exemplary classroom

instruction derived from an effective research or findings.
WHICH COMPETENCIES MAKE THE BIGGEST DIFFERENCE?

An examination of the research on education practices that make a

difference shows that four classes of competencies yield the greatest results.

• Instructional delivery
• Classroom management
• Formative assessment
• Personal competencies (soft skills)

The research indicates that these competencies can be used to organize the
numerous specific skills and knowledge available for building effective
teacher development.
 INSTRUCTIONAL DELIVERY

• What can be expected from a teacher employing instructional strategies

and practices that are proven to lead to increase mastery of lessons.

• Better learning happens in a dynamic setting in which teachers offer

effective explicit instruction than in situations in which teachers do not
actively guide instruction and instead turn control over content and pace of
instruction to students
• Is there a diverse set of practices that teachers can efficiently and
effectively use to increase mastery of content for a variety of curricula?

• The structured and systematic approach of explicit instruction emphasizes

mastery of the lesson to ensure that students understand what has been
taught, become fluent in new material, and can generalize what they learn
to novel situations they encounter in the future.
 EFFECTIVE EXPLICIT INSTRUCTIONAL PRACTICES INCLUDES

• Well-designed and planned instruction: Instruction that is well planned

moves students from their current level of competency toward explicit
criteria for success.

• Instructional design with clear instructional objectives: The teacher should

present these objectives to students for each lesson.

• Scope and sequencing: The teacher should teach the range of related skills and
the order in which they should be learned.
 EFFECTIVE EXPLICIT INSTRUCTIONAL PRACTICES INCLUDES.

• Instruction that offers sufficient opportunities for successful acquisition:

• High rates of responding for each student to practice the skill: The teacher
should provide sufficient opportunities for unpunished errors and ample
reinforcement for success.

• Sufficient quantity of instruction: The teacher should allocate enough time to

teach a topic.
 EFFECTIVE EXPLICIT INSTRUCTIONAL PRACTICES INCLUDES

• Teaching to mastery: Students need to learn the knowledge/skills to criteria

that are verified by teachers or students’ peers.
 EFFECTIVE EXPLICIT INSTRUCTIONAL PRACTICES INCLUDES

• Teaching foundation knowledge/skills that become the basis for teaching

big ideas:
• Current lessons should be built on past knowledge to increase fluency and
maintain mastery of material. The teacher should relate lessons to complex
issues and big ideas that provide deeper meaning and give students better
understanding of the content.
 CLASSROOM MANAGEMENT

• Classroom management is one of the most persistent areas of concern

voiced by school administrators, the public, and teachers. Research
consistently places classroom management among the top five issues that
affect student achievement.

• To put its in perspective, classroom management was associated with an

increase of 20% in student achievement when classroom rules and
procedures were applied systematically.
FOUR IMPORTANT AREAS THAT CLASSROOM TEACHERS SHOULD BE PROFICIENT TO CREATE

A CLIMATE THAT MAXIMIZES LEARNING AND INDUCES A POSITIVE MOOD AND TONE .
Rules and procedures: Effective rules and procedures identify expectations and appropriate
behavior for students. To be effective, these practices must be observable and measurable.
• School-wide rules and procedures / Classroom rules and procedures

Proactive classroom management: These are the practices that teachers and administrators can employ to teach and
build acceptable behavior that is positive and helpful, promotes social acceptance, and leads to greater success in
school. The key to proactive classroom management is active teacher supervision. The practice elements that constitute
active supervision require staff to observe and interact with students regularly. The goal is to build a positive teacher-student
relationship by providing timely and frequent positive feedback for appropriate behavior, and to swiftly and consistently
respond to inappropriate behaviors.

Effective classroom instruction: The key to maintaining a desirable classroom climate is to provide students
with quality instructional delivery aligned to the skill level of each student. This enables students to
experience success and keeps them attentive.

Behavior reduction: These practices, designed to reduce problem and unacceptable behavior, are
employed in the event the first three strategies fail. Behavior reduction strategies include giving students
corrective feedback at the time of an infraction, minimizing reinforcement of a student’s unacceptable
behavior, and guiding students in how to behave appropriately.
 FORMATIVE ASSESSMENT:
• Effective ongoing assessment, referred to in education literature as formative
assessment and progress monitoring, is indispensable in promoting teacher
and student success. It is frequently listed at the top of interventions for
school improvement
• Feedback, a core component of formative assessment, is recognized as an
essential tool for improving performance. Identified feedback as the single
most powerful educational tool available for improving student
performance.
• Formative assessment consists of a range of formal and informal diagnostic
testing procedures, conducted by teachers throughout the learning process,
for modifying teaching and adapting activities to improve student
attainment. Systemic interventions such as Response to Intervention (RtI)
 THE FOLLOWING ARE THE PRO-ACTICE ELEMENTS OF
FORMATIVE ASSESSMENT

• Assessment: Assessing a student’s performance throughout a lesson offers a

teacher insight into who is succeeding and who is falling behind. It is
important that teachers collect and maintain data gained through both
informal and formal assessments.

• Data analysis following defined rules: Formative assessment is most valuable

when teachers use evidence-based research and their own professional
judgment to develop specific remedial interventions, before it is too late, for
those falling behind.
 PERSONABLE COMPETENCIES – SOFT SKILLS

• An inspiring teacher can affect students profoundly by stimulating their

interest in learning. It is equally true that most students have encountered
teachers who were uninspiring and for whom they performed poorly.

• Unfortunately, effective and ineffective teachers have no readily

discernable personality differences. Some of the very best teachers are
affable, but many ineffective instructors can be personable and caring.

• Conversely, some of the best teachers appear as stern taskmasters, but

whose influence is enormous in motivating students to accomplish things
they never thought possible.
What soft skills do successful teachers have in common?

• Typically, the finest teachers display enthusiasm and excitement for the
subjects they teach. More than just generating excitement, they provide a
road map for students to reach the goals set before them.

• The best teachers are proficient in the technical competencies of teaching:

instructional delivery, formative assessment, and classroom management.

• Equally significant, they are fluent in a multilayered set of social skills that
students recognize and respond to, which leads to greater learning. These
skills must be defined as clear behaviors that teachers can master for use in
classrooms.
 INDISPENSABLE SOFT SKILLS INCLUDE
• Establishing high but achievable expectations
• Encouraging a love for learning
• Listening to others
• Being flexible and capable of adjusting to different situations
• Showing empathy
• Being culturally sensitive
• Embedding and encouraging higher order thinking along with teaching
foundation skills
• Having a positive regard for students
 CONCLUSION
Teachers play the critical role in improving student achievement in schools. What
teachers do in the classroom is very crucial in the process.

There is only one way to become proficient at anything - practice!

THE FINAL QUESTION TO ASK AT THIS TIME IS….

WHERE IS THE LEVEL OF OUR COMMITMENT IN ORDER FOR US TO PRODUCE GRADUATES

WHO ARE GLO-CALLY (GLOBAL-LOCAL) COMPETITIVE AND READY FOR THE WORKFORCE IN THE
21ST CENTURYAND BEYOND.

THANK YOU.