Teacher Induction Program - Module 1 V1.0

2018

TEACHER INDUCTION
PROGRAM

MODULE 1
DEPARTMENT OF EDUCATION

BEST | CARDNO
Contents
Module 1................................................................................................................................................1
I. Session 1: Mandate, Vision, Mission, Core Values (VMV), and Strategic Directions.......................2
A. Desired Learning Outcomes.......................................................................................................2
B. Objectives...................................................................................................................................2
C. Pre-Test......................................................................................................................................3
D. Glossary of Terms.......................................................................................................................4
E. Key Concepts..............................................................................................................................4
F. Activities and Assessment..........................................................................................................9
G. Reflection.................................................................................................................................13
H. Post-Test...................................................................................................................................14
II. Session 2: DepEd Organizational Structure and School Processes................................................15
Desired Learning Outcomes.....................................................................................................15
Objectives.................................................................................................................................15
Pre-Test....................................................................................................................................16
Glossary of Terms.....................................................................................................................18
Key Concepts............................................................................................................................19
Activities and Assessment........................................................................................................24
Reflection.................................................................................................................................28
Post-Test...................................................................................................................................29
III. Session 3 Teaching as a Profession and as a Vocation..............................................................33
Desired Learning Outcome.......................................................................................................33
Objectives.................................................................................................................................33
Pre-Test....................................................................................................................................34
Key Concepts............................................................................................................................34
Reflection.................................................................................................................................38
Post-Test...................................................................................................................................39
IV. Session 4: Philippine Professional Standards for Teachers (PPST)............................................40
Objectives.................................................................................................................................40
Pre-Test....................................................................................................................................41
Key Concepts............................................................................................................................43
Reflection.................................................................................................................................47
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Post-Test...................................................................................................................................49
V. Session 5: Career Path Within the Department of Education.......................................................50
Objectives.................................................................................................................................50
Pre-Test....................................................................................................................................51
Key Concepts............................................................................................................................53
Reflection.................................................................................................................................58
Post-Test...................................................................................................................................59
VI. Session 6: Magna Carta for Public School Teachers..................................................................60
Objectives.................................................................................................................................60
Pre-Test....................................................................................................................................61
Key Concepts............................................................................................................................62
Reflection.................................................................................................................................64
Post-Test...................................................................................................................................65
Appendix..................................................................................................................................66
VII. Session 7: Code of Ethics..........................................................................................................73
Objectives.................................................................................................................................73
Pre-Test....................................................................................................................................74
Key Concepts............................................................................................................................75
Activities and Assessments.......................................................................................................76
Reflection.................................................................................................................................82
Post-Test...................................................................................................................................84
Appendix..................................................................................................................................85
VIII. Session 8: Results-based Performance Management System (RPMS)......................................89
Desired Learning Outcomes.....................................................................................................89
Objectives.................................................................................................................................89
Key Concepts............................................................................................................................93
Reflection.................................................................................................................................97
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XI. Session 9: Salaries, Wages, and Benefits of Teachers.....................................................................................98
Objectives.................................................................................................................................98
Pre-Test....................................................................................................................................99
Key Concepts and Vocabulary................................................................................................101
Activities and Assessment......................................................................................................106
Reflection...............................................................................................................................107
Post-Test.................................................................................................................................108
REFERENCES
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1.0)
Module 1
Welcome to the Department of Education!
We are pleased to have you as a member of the family.
We invite you to take time to read through the Department of Education

(DepEd) Teacher Induction Program (TIP) modules.
This module will help you get acquainted with the organization. It introduces
you to DepEd values as it translates to the way it delivers its service in
accordance to its mandate, vision, mission and goals. More importantly, it
sets out DepEd’s policies and guidelines that reflect standards on teaching
practices that are consistent with DepEd’s core values—Maka-Diyos, Maka-Tao,
Makakalikasan at Makabansa. This module aims to help you realize your
professional development goals in your journey at DepEd.
As you go through the different sessions, consider the following as your

desired learning outcomes.
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I. SESSION 1: MANDATE, VISION, MISSION, CORE VALUES (VMV),
AND STRATEGIC DIRECTIONS
A. Desired Learning Outcomes
Beginning Teacher Proficient Teacher
Domain 7: Personal Growth and Professional Development
Strand: Philosophy of Teaching
BTI 7.1.1 PTI 7.1.2

Apply a personal philosophy of
Articulate a personal philosophy of teaching that is learner-centered
teaching that is learner-centered
B. Objectives
a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic

directions and its learner-centered philosophy of education
b. Write one’s own philosophy of teaching that is aligned to DepEd’s learner-
centered philosophy
c. Use varied and appropriate teaching strategies to deploy one’s personal
teaching philosophy as aligned to DepEd’s learner-centered philosophy
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C. Pre-Test
You are given different courses of actions or situations. Tell whether each
statement is relating to:
a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction
Write the letter of your answer on the space provided before each number.
1. Teachers facilitate learning and constantly nurture every learner.
2. Abide by the rules of the school, community and country.
3. Make education accessible to all.
4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
5. Modernize educational management and governance.
6. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
7. Engage oneself in worthwhile spiritual activities.
8. Improve quality and relevance of education.
9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
10. Supervise all elementary, secondary education institutions including
Alternative Learning System.
D. Glossary of Terms
Term Definition
DepEd’s Mandate obligation enforced by law
Vision an aspirational description of what an
organization would like to achieve or
accomplish. It is intended to serve as a clear
guide for choosing current and future courses
of action.
Mission a declaration of an organization’s core purpose
and focus that is normally unchanged over time.
Values are the principles the Department
adheres to in pushing the programs
into action.
Strategic Direction a course of action that leads to the

achievement of organizational goals.
E. Key Concepts
What is the DepED Mandate?
1. The DepEd Mandate
2. “The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such
education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)
4. The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and
non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the
goals of national development.
What is the DepEd Vision, Mission, and Core Values (VMV)?
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer
– what we fervently hope for and what we diligently work towards.
By envisioning, we begin to fulfill our mandate and responsibilities as a teacher

and do our duty as Filipinos.
We want to develop learners who are true citizens and patriots, who have a
strong desire to serve their country and work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary
and desirable to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve

themselves and realize their dreams, while keeping in mind and heart their love
for the country and care for fellowmen, maximizing the endowment of skills and
talents, not for selfish gain, but to contribute to building a nation every Filipino
deserves.
As a learner-centered public institution…
As stated in our mandate, the Department of Education (DepEd), “shall protect

and promote the rights of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our
most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its

stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better,
both as individuals and as an organization.
What is the DepED Mission

Core Values
DepEd’s Strategic Directions
1. The Strategic Plan of the Department of Education (DepEd) 1 provides that by

2022, we will have a nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant
and liberating K to 12 Program delivered by a modern, professional, pro-
active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:
 Expand Access to Basic Education
 Improve Quality and Relevance
 Modernize Education Management & Governance
1
Source: DepEd Strategic Plan/Direction (2017-2022)
F. Activities and Assessment
1. In what specific ways can you contribute to the attainment of the

DepED mandate in the following areas?
Implementation of policies, plans, programs and projects in:
Formal Basic Education:
Alternative Learning System:
2. What can you do as a beginning teacher to:
promote quality education?
make education accessible to all?
3. Answer the following questions based on the readings above:
As a teacher, how do you encourage your students:
to discover their full potential that may contribute for the betterment of the
socciety?
to apply the competencies prescribed in the curriculum?
to reflect and evaluate their home- and culture-based values?
Which among your specific roles/functions as a teacher can signify your

responsibility among your students and people in the community?
What plans do you have as a teacher to achieve the learner-centered philosophy?
What can you do to better serve the learners in relation to learner-centered

philosophy?
How can you foster partnership and extend linkages to your stakeholders?
4. Students learn in a child-friendly, gender sensitive, safe, and motivating

environment.
What can you contribute to ensure a child-friendly, gender-sensitive, safe, and

motivating environment?
How do you address the uniqueness of each learner?
How do you ensure an enabling and supportive environment for effective learning to
happen?
What are some ways to develop lifelong-learners?
5. My Philosophy in Teaching
State briefly your philosophy in teaching which spells your vision in entering the
teaching profession towards effective, learner-centered and meaningful teaching
experience. It must be something you believe that will drive you to success and to
being a meaningful agent of change to students and your community.
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6. Vision Sharing (write your vision and share your thoughts about it to your
co-teacher)
7.
VISION Sharing
Make a vision board based on the following question:
How do you see your learners 10 years from now?
8. What strategies do you intend to apply a learner-centered philosophy to

ensure the attainment of your vision?
9. Concept Mapping. Using the terms written inside the box, label the
following schema appropriately in order to come up with a Concept Map
showcasing the DepEd Operational Priorities.
Strategic
Directions Mission
Learners
Vision
Mandate
Core
Values
10. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic

Directions
Now that you have completely understood the guiding principles of DepED, revisit
and examine your stated philosophy in teaching or personal vision in Activity 1.
Should you find your own vision inconsistent with that of DepEd’s organizational
principles, make necessary revisions, polish, and finalize it.
My personal vision DepED Vision Re-aligned personal

in teaching with DepED vision
11. Vision Attainment
Vision Statement
Cite Strategies on
How to successfully
attain your desired
Vision
How is it relevant to
the DepEd Mandate,
VMV, and Strategic
Directions?
G. Reflection
After going through this lesson, (DepEd Mandate, Vision, Mission, Core Values, and
Strategic Directions), answer in your journal the following questions:
1. In what concrete ways has this session helped you become a more agentive
teacher in promoting “learner-centered” teaching?
2. How has this session helped you clarify your vision and motive in serving
your learners better and in promoting a learner-centered environment for
them?
3. What is the impact of the Department Mandate, VMV and Strategic

Directions in your vocation as a teacher? How can your understanding of
DepEd’s Mandate and VMV provide impact to your work as a teacher?
4. What are your personal beliefs and values that are aligned with the DepEd’s
VMV?
5. How can you contribute to improve quality and relevance in education?

H. Post-Test
Tell whether the following statements are relating to:

 DepEd’s Mandate
 Vision
 Mission
 Core Value
 Strategic Direction
Write the letter on the space provided before each number.
1. Engage oneself in worthwhile spiritual activities.

2. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
3. Modernize educational management and governance.
4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
5. Teachers facilitate learning and constantly nurture every learner.
6. Supervises all elementary, secondary education institutions including
Alternative Learning System.
7. Make education accessible to all.
8. Abides by the rules of the school, community and country.
9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
10. Improve quality and relevance of education.
II. SESSION 2: DEPED ORGANIZATIONAL STRUCTURE AND
SCHOOL
PROCESSES
Desired Learning Outcomes
Domain: Community Linkages and Professional Engagement

Strand: School Policies and Procedures
BTI: 6.4.1 PTI: 6.4.2
Know and understand school policies Comply with and implement school
and procedures to foster harmonious policies and procedures consistently to
relationship with the wider school foster harmonious relationships with
community. learners, parents, and other
stakeholders.
Objectives
a. Know and understand the DepEd organizational structure;
b. Describe the different school systems and processes and their support to
school policies and procedures to foster harmonious relationship with the
wider school community;
c. Show proofs of compliance to school policies and procedures intended to

foster harmonious relationship with learners, parents, and other
stakeholders.
Pre-Test
Each box at the left column contains positions at the central, regional, and schools
division offices of DepEd. Arrange the positions from highest to lowest based on
your knowledge. Write your answers on space provided.
Central Office
Assistant Secretary, Bureau Director, Secretary, Undersecretary

,Chief Education
Supervisor
Regional Office
Chief, Regional
Director, Legal Officer IV, Administrative Officer V, Assistant Regional Director, Education Program Supervisor
Accountant III
Schools Division Office
Administrative Officer V, Legal Officer IV, Schools Division Superintendent, Chief Education Supervisor
Glossary of Terms
Term Definition
Quality Education The appropriateness, relevance, and
excellence of the education given to
meet the needs and aspirations of an
individual and society.
Basic Education Early childhood, elementary, and high
school education as well as alternative
learning systems for out-of-school
youth and adult learners and includes
education for those with special needs.
Special Needs Education The education of children and youth
with special needs corresponding to
elementary and secondary education
that require modified school practices,
curricula, programs, special services,
and facilities. This includes children
and youth who are gifted, talented, fast
learners, and those with disabilities.
Formal Education The systematic and deliberate process
of hierarchically structured and
sequential learning corresponding to
the general concept of elementary and
secondary level of schooling. At the end
of each level, the learner needs a
certification to enter or advance to the
next level.
Alternative Learning System A parallel learning system to provide a
viable alternative to the existing formal
education instruction. It encompasses
both the nonformal and informal
sources of knowledge and skills.
Learning Facilitator The term is used in the existing
Alternative and Equivalency Program (A
& E). For consistency and proper
reference, there is a need to include the
definition of a teacher in the formal
system since being learning facilitator
is only one of their roles.
Adult Learners Learners aged 25 years and above who
are illiterates or neo-literates who either
have had no access to formal education
or have reverted illiteracy.
Out-of-School Youth School-age children who have not
attended a formal school system or who
have dropped out of formal elementary
or secondary education.
School Head A person who performs administrative
and instructional supervision of a
school or cluster of schools.
Term Definition
Cluster of Schools A group of schools that are
geographically connected and brought
together to improve learning outcomes.
Integrated Schools A school that offers complete basic

education in one school site and has
unified instructional programs and
under one school head.
Learning Center A physical space to house learning
resources and facilities of a learning
program for out-of-school youth and
adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community
development and improvement of the
people’s quality of life
Key Concepts
What is Republic Act 9155?
Republic Act 9155, or “The Governance of Basic Education Act of 2001,” is “An act
instituting a framework 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.”
Governance of basic education begins at the national level. It is at the regions,

divisions, schools, and learning centers—also known as field offices—where the
policies and principles for the governance of basic education are translated into
programs, projects, and services developed, adapted, and offered to fit local needs.
What are the purposes and objectives of this Act?
The purposes and objectives of this Act are:

 To provide the framework for the governance of basic education which shall
set the general directions for educational policies and standards and
establish authority, accountability, and responsibility for achieving higher
learning outcomes;
 To define roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects, and services
in communities they serve;
 To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
 To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects, and services
take into account the interests of all members of the community;
 To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have
the flexibility to serve the needs of the learners;
 To encourage local initiatives for the improvement of schools and learning
centers and to provide the means by which these improvements may be
achieved and sustained; and
 To establish schools and learning centers as facilities where schoolchildren
are able to learn a range of core competencies prescribed for elementary and
high school education programs or where the out-of-school youth and adult
learners are provided alternative learning programs and receive accreditation
for at least the equivalent of a high school education.
What is the DepEd Rationalization Program?
DepEd was restructured to a function-based structure with the necessary staffing

requirement through its Rationalization Plan, which was approved by the
Department of Budget and Management (DBM) on November 15, 2013 under
Executive Order No. 366 (EO 366, s. 2004). The EO seeks to fulfil the purposes of
focusing government efforts and resources on its vital/core service; improve the
quality and efficiency of government services delivery by eliminating/minimizing
overlaps and duplication, and improve agency performance through the
rationalization of service delivery and support; and providing options and incentives
for government employees who may be affected by the rationalization of the
functions and agencies of the executive branch.
The goals are as follows:

a. Have a more efficient and effective central office that focuses on policy-
making, standards-setting and overall leadership of the department;
b. Have a reengineered regional office that focuses on localization of policies,
quality assurance and on being the technical support hub of its divisions;
and
c. Have a reengineered division office that focuses on field leadership and
supervision to better support our schools in delivering our education services
to the learners.
This reform area is one of the key steps undertaken by the Department toward K to
12 Basic Education Program implementation.
Organizational Structure of the Central Office
Figure 1
Central Office
 Sets overall education agenda, directions, and policies
 Formulates systems and standards for national adoption
 Performs investment programming
 Articulates national frameworks to guide the organization in the performance
of its core functions and the provision of support
 Oversees quality assurance and performance accountability
 Builds partnerships with NGAs and nongovernment organizations (NGOs)
Organizational Structure of the Regional Office
Figure 2
Regional Office
 Sets regional agenda, directions, and policies
 Localizes curriculum
 Adapts to or adopts standards
 Manages quality assurance
 Provides technical assistance to divisions
 Manages program investment and equitable allocation of resources
 Establishes and manages partnerships
The reengineered regional office works with the local government units and
educational stakeholders to develop a policy framework that reflects the needs,
opportunities, and aspirations of the regional community.
It provides overall field leadership to schools divisions by setting regional policy

directions, standards, and strategies consistent with the national framework for the
development and management of programs and projects relevant to the
sociocultural context of the region.
Thus, it is responsible and accountable for building a community of schools

divisions and their continuous development in order to create a collective effort
to achieve the region’s goals.
Organizational Structure of the Schools Division Office
Figure 3

 Implements education agenda and policies
 Manages curriculum implementation
 Provides instructional supervision
 Builds communities of schools and learning centers
 Gives technical assistance to schools/learning centers
 Executes equitable distribution of resources
 Establishes and manages partnerships
As frontline office of the department for the management of basic education

delivery, the Schools Division Office (SDO) supervises schools and learning centers,
which are the direct implementers of educational programs for learner
development.
This is carried out through a strategic division education plan that considers the
needs and concerns of the division, districts, schools, and learning centers and
aligned with the regional education development plans.
Organizational Structure and Staffing Pattern of Small Stand-alone
Senior High School, Overall Organizational Structure
A Senior High School (SHS) is headed by a school head. Subject Group Heads
(SGH) supervise teachers who teach a specific senior high school subject. The
number of SGHs depends on the number of subject groups taught in school. These
positions are designated by the school head to teaching staff. Nurses and guidance
counselors may be deployed at a school as deemed necessary.
A junior high school is headed by a school head. Department heads (DH) supervise
teachers in a specific subject area. DH are Master Teachers or Head Teachers and
are usually designated by the School Head.
An elementary school is headed by a School Head. The School Head selects the
grade- level coordinators to lead teachers in a specific grade level.
School/Learning Centers
 Takes accountability for learner outcomes
 Implements the curriculum
 Provides equitable opportunities for all learners in the community
 Creates an environment conducive to teaching and learning
 Leads and manages the school and its resources
 Establishes and manages linkages with stakeholders
Activities and Assessment

Activity 1. The statements below are powers, duties, and functions of the National
(N) Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the appropriate box
on who is responsible for exercising such.
Levels
Powers, Duties, and Functions N R D SD S
Formulating educational policies
Promoting awareness of and adherence by all schools
and learning center to accreditation standards
prescribed by the Secretary of Education
Promulgating educational standards
Offering educational programs, projects, and services
which provide equitable opportunities for all learners in
the community
Supervising the operations of all public and private
elementary, secondary and integrated schools, and
learning centers.
Undertaking educational research and studies
Approving the establishment of public and private
elementary and high schools and learning centers
Curricula Supervision
Introducing new and innovative modes of instruction to
achieve higher learning outcomes
Monitoring the utilization of funds provided by the
national government and the local government units to
the schools and learning centers.
Activity 2. Answer the following questions.

1. What key provisions of Republic Act 9155, The Governance of Basic
Education Act of 2011should a newly hired teacher be familiar with?
2. Why do think that RA 9155 states that, “The school shall be the heart of the
formal education system?” Cite specific conditions.
3. Identify the best practices in your school that adhere to the existing laws and
regulations stated on RA 9155. Make a checklist and share it with your
colleagues.
Activity 3. Choose from the two options below.
1. Option A: Share your insight to your mentor or to your School Head.
2. Option B: Look for at least three (3) similar newly-hired teacher in your
school, cluster, or district who will serve as your partner, share your insights
and compare your answer to their answers.
Activity 4. Discuss which office or person can help you, and the process that
must be followed to resolve an issue or concern in the situations given below:
Situation 1: You are asked to submit your Performance Commitment and Review
Form.
Office/People to Contact Process to be followed
Situation 2: You are assigned as a school paper adviser aside from your regular
teaching load. You want to ask more about your task and how it will affect your
assignment.
Situation 3: You are assigned as the class adviser. You want to know your students’
profile and find out how some of their personal problems affect their studies.
Situation 4: You would like to find a good exposure trip or immersion for your SHS
students.
Situation 5: Your students have failing grades. You want to provide proper
academic guidance.
Situation 6: You would like to know your salary, deductions and benefits.
Situation 7: You are a science teacher and your laboratory equipment are
inadequate or need repair.
Situation 8: A parent would like to sue you because her son was running for honors
and got a failing grade in your subject.
Situation 9: You would like to organize a new interest club and get support from
various stakeholders.
Situation 10: There is a typhoon but there is no announcement if classes will be

suspended.
Activity 5. Answer the following:
1. What processes were identified to be employed?
2. Are there processes not identified but should be followed? What are these, if
any?
3. Who are the personnel and other individuals or groups identified to be

involved in this case?
4. Are there other people who should be included in addressing the situation? If
so, who else? Why?
Activity 6. Reflect on the empowerment given to your school head as

stipulated on RA 9155.
1. Observe how your school head adopts shared governance. Provide evidence
showing her effective management of the school as an instructional leader
and administrative manager.
2. Look for an experienced teacher in your school whom you think is trusted.
Share your observations about how you perceive your school head adopt
shared governance and effectively manage the school as an instructional
leader and administrative manager. Ask that teacher if you have the same
observations.
Activity 7. Make a plan of action out of the following situations.

1. The schools division superintendent shall have authority, accountability, and
responsibility to ensure compliance of quality standards for basic education
programs. Write a commitment on how you will help its realization.
2. As a newly hired teacher, how will you help your school head and the school
in general to establish a strong partnership and linkages to its community?
Reflection
Journal Writing. Share your thoughts on the following:
1. What is the importance of knowing the DepEd organization structure and

school processes in the performance of your duties as a teacher?
2. Why should a teacher know who to approach in addressing concerns related

to his or her duties?
Post-Test
1. Each box at the left column contains positions at the central, regional, and
schools division offices of DepEd. Arrange the positions from highest to
lowest based on your knowledge. Write your answers on space provided.
Central Office
Assistant Secretary, Bureau Director, Secretary, Undersecretary
,Chief Education
Supervisor
Regional Office
Chief, Regional Director, Legal Officer IV, Administrative Officer V, Assistant Regional Director, Educati
III
Administrative Officer V, Legal Officer IV, Schools Division Superintendent, Chief Education Supervisor
2. Match Column A with Column B. Write the letter of the correct answer on
the blank before each number.
Column A Column B
1. It is a lifelong process of a. Alternative Learning

learning. System
2. Any organized, systematic
Basic Education
educational activity to provide selected
types of learning.
3. It encompasses early childhood, Formal Education

elementary, high school education, out-
of-school youth and adult learners and
for those with special needs.
Informal Education
4. An educational institution
undertaking the educational operation.
Learner
5. It is the systematic and
deliberate process of hierarchically
structured and sequential learning.
Learning Center
6. Any individual seeking basic
literacy skills and functional life skills.
Non-Formal Education
7. A venue for face-to-face learning
activities for the improvement of people’s
quality of life. Quality Education
8. A key-learning support who is
responsible for supervising and
facilitating the learning process and School
activities.
9. It is the appropriateness,
relevance, and excellence of education Integrated School
given to meet the needs and aspirations of
individuals and society.
Learning Facilitator
10. It encompasses both the non-
formal and formal sources of knowledge
and skills.
School Head
3. The statements below are powers, duties, and functions of the National (N)
Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the
appropriate box on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
1. Formulating educational policies
2. Promoting awareness of and adherence by

all schools and learning center to
accreditation standards prescribed by the
Secretary of Education
3. Promulgating educational standards
4. Offering educational programs, projects, and

services which provide equitable
opportunities for all learners in the
community
5. Supervising the operations of all public and

private elementary, secondary and
integrated schools, and learning centers.
6. Undertaking educational research and

studies
7. Approving the establishment of public and
private elementary and high schools and
learning centers
8. Curricula Supervision
9. Introducing new and innovative modes of

instruction to achieve higher learning
outcomes
10.Monitoring the utilization of funds provided

by the national government and the local
government units to the schools and
learning centers.
III. SESSION 3 TEACHING AS A PROFESSION AND AS A
VOCATION
Desired Learning Outcome

Strand: Philosophy of Teaching
BTI 7.2.1 PTI 7.2.2

Adopt practices that uphold the dignity
Demonstrate behaviors that of teaching as a profession by exhibiting
uphold the dignity of teaching as a qualities such as caring attitude,
profession by exhibiting qualities respect, and integrity.
such as caring attitude, respect,
and integrity.
Objectives
a. Describe and synthesize teaching as a profession and as a vocation;

b. Evaluate yourself vis-a-vis professional characteristics of teachers;
c. Show behaviors that uphold the dignity of teaching as a profession
d. by exhibiting qualities such as caring attitude, respect, and integrity.
Pre-Test
Read the paragraph below then choose three phrases that best describe your
own philosophy in the teaching profession. Justify your answer.
1. Teaching is a noble profession as well as a vocation that calls to the heart of

an individual. The teacher plays a vital role in the lives of the learners, hence
they are called heroes of the new generations. They touch lives and influence
others—making a big difference to the lives of the learners. Teachers should
take pride in upholding the qualities of being a professional and to live
according to the expectations of teaching as a profession and as a vocation.
a. Phrase 1:
b. Justification
c. Phrase 2:
d. Justification
e. Phrase 3:
f. Justification
Key Concepts
1. A profession is an occupation that involves specialized training and formal

qualification. To be a professional teacher, one has to satisfy the following
requisites by the Professional Regulatory Commission (PRC):
a. Must have passed the Licensure Examination for Teachers (LET).

b. Must be a member of the Philippine Public School Teachers’ Association
(PPSTA), then known as National Organization of Professional Teachers
(NOPT) and earlier known as the Philippine Association for Teacher
Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in
professional development activities like seminars, workshops, conferences
and other activities for the enhancement of skills and knowledge. Today, this
requirement is mandated by Republic Act no. 10912, an Act Mandating the
Continuing Professional Development Program for All Regulated Professions,
creating the Continuing Professional Development Council. You can also
read Resolution No. 11, Series of 2017 which contains the Operational
Guidelines in the Implementation of RA 10912. Please read RA No. 10912
and Resolution No. 11, Series of 2017 in the Appendices.
d. Must abide by the code of ethics for the profession.
2. Why is Teaching a Vocation?A vocation is a calling to and from the heart of an

individual. A profession can be a vocation as well but can also be a choice made
from different criteria. A vocation cannot be denied; it burns in the heart and soul
of a person and cannot be quenched until it is answered, whereas a profession can
be chosen based on family demands, income, status, or location. A teacher who
practices teaching as his or her vocation responds to the strong feeling, or calling
for service just like the
2
2
Maynard 2015
historic biblical figures.
According to Butisingh (2007) teaching is more than a noble profession. The

teacher is the most important person in any civilization, as on him depends the
molding of the nation. There are not many born teachers but there are those who
love teaching and there are those who enter it as an occupation.
It is rare to meet a teacher who does not explain that she or he wanted to be a
teacher to help children, or to change the world through teaching children, or to
give back what was received from a teacher, to be a hero to others as teachers were
heroes to them. Perhaps this heightened sense of vocation is because, in our
culture, additional rewards for teaching are difficult to find. The rewards are not
income and status as it is in some other vocations, or as teaching is in other
cultures.
3. What are the Qualities of a Professional Teacher?

A professional teacher must have a deep understanding of the theoretical
knowledge about learning and human behavior.
“The best indicator of successful teaching is learning. Learning is a
human behavior. Theoretical knowledge about learning and human
behavior is a strong foundation that should serve to guide your actions
as a teacher. Newly hired teachers like you often find it difficult to
internalize, translate and apply theoretical knowledge you learned in
college to the solution of practical problems. You should use your
knowledge of teaching and learning theories to interpret situations and
solve problems that you meet in the classroom events. Your dilemma as a
new professional teacher is not that the theories you have learned are
not workable but that they are difficult to interpret in order to solve
practical problems.”
A professional teacher demonstrates attitudes that foster learning and genuine

human relationship.
“Attitudes have a direct effect on the professional teachers’ behavior.
The major categories of attitudes that affect teacher behavior are (a)
teacher’s attitudes toward himself/herself; (b) teacher’s attitudes
toward children;
(c) teacher’s attitudes toward peers, superiors, and parents; and
(d) teacher’s attitudes toward the subject.”
Your attitude toward yourself
If you are to understand and sympathize with your students’ feelings, you must
recognize and understand your own feelings first. Lessons in psychology tell us that
persons who deny or cannot cope with their own emotions are likely to be incapable
of respecting and coping with the feelings of others. A positive attitude toward
yourself will help you make a good start.
Your attitude toward children
If you have empathy for your students and value them as unique individuals, they
will respond to you positively. Research on teachers’ expectations (Rosenthal and
Jacobson 1992) showed that when teachers hold low expectations of their students,
it becomes a self-fulfilling prophecy. Students tend to conform to the teachers’ low
expectations. On the other hand, when teachers hold high expectations and
communicate these high expectations, students will often act in ways to live up to
these expectations. The teachers’ attitude toward students is a powerful influence
on whether or not students learn.
Your attitude toward peers, superiors, and parents
A teacher does not exist in isolated classrooms. The concept of the classroom is no
longer confined within the four walls of the building. It is a vast environment where
learning can take place. Your co-teachers in the school organization are part of the
learning environment. The parents who are the important stakeholders in their
children’s education are individuals you have to relate to. A harmonious relation
with your peers and the parents will make your work more enjoyable and
rewarding. Likewise, an appropriate regard of your superior would make you a
better professional.
Your attitude toward the subject matter
A teachers’ attitude is caught by the students. If you show enthusiasm, interest,

and excitement in your teaching, then the students will be motivated to learn. But
if you show an “I don’t care attitude” then the same feeling will be demonstrated by
the students. A positive attitude is necessary in teaching. You have to be passionate
about what to teach in order to become an efficient and effective teacher.
A professional teacher must have a mastery of the subject matter.

“A professional teacher must have a good command of subject matter. This
means mastery of the subject matter content and the judicious selection of
the learning resources to be used to teach the subject matter. Curricular
content must be appropriate to the objectives and the educational level of the
learners. It is, therefore, necessary that the professional teacher must have a
thorough understanding of the school curriculum, its content, learning
experiences and the evaluation of the learning outcomes.”
“As a professional teacher, you must be able to choose the appropriate

teaching methodology or pedagogy for your subject matter. Professional
teachers should be able to translate the content knowledge into forms and
levels that meet the abilities and needs of the learners. You should be a
teacher who gives clear and pertinent examples, makes analogies,
demonstrations and explanations that transform the subject matter into bits
of knowledge that your students can understand. Jerome Bruner believes
that there is no subject matter which is difficult to learn. It is the method
that the teacher uses that makes the subject matter easy or difficult to
learn.”
A professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Aside from the mastery of the subject matter, a professional teacher must
possess a repertoire of teaching skills. The different learning styles of students
will require the use of appropriate teaching styles. Professional teachers must
have developed teaching skills which will foster student learning. The
recognition of multiple intelligences by Howard Gardner challenges the
creativity and multiple talents of teachers in order to match those of the
students. Professional teachers should apply knowledge they have acquired to
the practice in the classrooms. They have to consider the particular context or
situations in their classrooms and adapt their teaching behavior accordingly.”
Professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Professional teachers have their own beliefs, insights, and habits that will
enable them to do their job well. In recent years, educational researchers
have noted the usefulness of personal practical knowledge in solving
problems, resolving tensions and simplifying work in the classroom. Cases
have shown that teachers’ personal knowledge adds important dimension to
the teachers’ competence.”

Activity 1. Answer the following:
1. What is a profession?
2. Is teaching a profession? Why?
3. What are the requisites by the PRC one should satisfy before he/she
becomes a professional?
4. What are the qualities of a professional teacher?
5. What is a vocation?
6. How is vocation different from profession?
7. When can teaching be a vocation?
8. What are the characteristics of a teacher who takes teaching as a vocation?
9. How can you make teaching both a profession and a vocation?
10. Write how you manifest the first quality of a professional teacher.
11. Write the attitude you have that foster learning and genuine human
relationship.
12. What attitude do you need to improve?
13. Write what you do to manifest mastery of subject matter? What do you need
to improve?
14. What are the effective teaching strategies that you use to facilitate student
learning? Write them down and share these to your partner.
15. What are some of your personal beliefs, insights, and habits that help you do
your work well?
Activity 2. Read and analyze the following situations then share your findings
to your peer.
1. Situation 1
Mr. Manalo divided his Araling Panlipunan class according to the abilities and
interests of his students. At the end of the lesson, the groups had the following
outputs: The first group composed a song, the second had a skit, and the third had
an artwork.
What professional quality did Mr. Manalo exhibit?
2. Situation 2
The school principal visited the Science class of Miss Bravo. The principal observed
that Miss Bravo was reading from the textbook and her notes while explaining the
lesson on ecosystem.
What could have been done by Miss Bravo to improve her teaching performance?
Activity 3. Let your pupils/students answer this survey form.
Put a check if your teacher manifests the following professional qualities.

Professional Qualities Yes No
Caring attitude
Treat others with respect
Integrity
Commitment towards work
Love of country
Honesty
Professionalism
Punctuality
Service-oriented
Competent
As a newly hired teacher, I am already manifesting the following qualities

like
. However,
I need to improve my qualities
Reflection
Post-Test
Resolve the issue.
Is teaching more of a vocation or more of a profession?
IV. SESSION 4: PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
Learning Outcomes: 7 Domains of PPST

Strand: 37 Strands of PPST (Beginning and Proficient)
BTI PTI
Understand the set of standards that Adopt practices that

makes explicit what teachers should demonstrate understanding on
know, be able to do, and value to the PPST.
achieve competence, improved
learning outcomes, and eventually
quality education.
Objectives
a. Familiarize and discuss the seven domains and the different career stages of
the PPST in realizing one’s professional goals;
b. Demonstrate understanding on the PPST and its impact to the realization of

one’s professional practice and goals; and
c. Design an individual professional development plan based on the PPST and

an Individual Performance Commitment and Review (IPCR) intended to
realize the professional development plans.
Pre-Test
Check whether each statement is true or false.
TRUE FALSE
1. PPST stands for Philippine Professional Standards

for Teachers.
2. There are 37 Domains and 7 strands in the PPST.
3. There are 4 career stages from Beginning to

Proficient Teacher.
4. The number of years in service determines the

career stages of teachers.
5. Providing safe learning environment is the sole

duty of a school head.
6. Every teacher is expected to know diversity of

learners.
7. Learning outcomes should be aligned with the

learning objectives.
8. Learners and parents should inform the teachers

about the results of the learning assessment.
9. Beginning teachers can only get professional

growth through seminars.
10.All teachers need to have professional goals to

improve teaching practice.
Glossary of Terms
Term Definition
Career stages Levels of professional development for
teachers, which happen in a
continuum—from beginning to
exemplary practice that articulate
developmental progression, develop
refine their practice, and respond to the
complexities of providing quality basic
education.
It consists of the following stages:

 Career Stage 1 or Beginning
Teachers - have gained the
qualifications recognized for entry
into the teaching profession;
 Career Stage 2 or Proficient Teachers
- professionally independent in the
application of skills vital to the
teaching and learning process;
 Career Stage 3 or Highly Proficient
Teachers - consistently display a
high level of performance in their
teaching practice; and
 Career Stage 4 or Distinguished
Teachers - embody the highest
standard for teaching grounded in
global best practices.
Domain broad conceptual sphere of teaching
and learning practices, defined by
specific strands in the set of
Professional Standards for Teachers
Indicator concrete, observable, and measurable
teacher behaviors/practices covered in
every strand in the set of professional
standards for teachers
Philippine Professional Standards for Public document that defines teacher
Teachers (PPST) quality through well-defined domains,
strands, and indicators, that provide
measures of professional learning,
competent practice, and effective
engagement
Professional Reflection the teacher’s capacity to reflect in
action (while teaching) and on action
(after teaching) which is an important
feature of professional development
program of teachers.
Strand more specific dimensions of teacher
practice under every domain in the set
of professional standards for teachers.
Key Concepts
1. DepEd provides the Philippine Professional Standards for Teachers (PPST)

that sets forth standards and competencies through well-defined domains,
strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement of quality public basic
education teachers.
2. The PPST also describes the levels of performance in the teaching practice for
professional development, provision of appropriate and proper assistance
and support, and eventually to ensure and sustain quality basic education.
3. The PPST: (i) sets out clear expectations of teachers along defined career
stages of professional development; (ii) engages teachers to actively embrace
a continuing effort in attaining proficiency; and (iii) applies a uniform
measure to assess teacher performance, identify needs, and provide support
for professional development. It aims to improve teacher quality—developing
teachers who are properly equipped and prepared to assume the roles and
functions expected to effectively implement the K to 12 Program.
4. This lesson helps you understand the PPST by going through an individual
self-reflection of your actual teaching practice. This will give you a chance to
analyze and reflect on your practice, leading you to make your own
professional development goals based on your identified strengths and areas
for improvement along with indicators from the PPST. As a teacher, you will
be guided by the new PPST in the competent and effective performance of
your duties and engagement as you aim for continuous professional
advancement.
A. “Map Me”
In this activity, you are going to make your own career map by answering the
question below. (Note: Please read and understand DepEd Order 42, s.2017)
Make your own timeline.
Beginning – Proficient - Highly Proficient – Distinguished
Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10
Years in Teaching Career Stage

Years 1-2 Beginning Teacher
Years 3-4
Years 5-6
Years 7-8
Years 9-10
1. In what career stage are you now as a teacher?
2. In what career stage do you situate yourself 10 years from now?
3. What professional development activities would you engage in to achieve
your desired career stage?
B. Read
Answer the questions that follow.
1. What are the different career stages of teachers?
2. How will you go to the next higher career stage?
3. Is it possible for a beginning teacher to stay in 1 career stage for 5–10 years?
Why or why not?
C. What I Learned
What are the seven domains of the PPST? Discuss each domain briefly based on
your own understanding.
Domains Brief Discussion
Domains Brief Discussion

1. What is the difference between domains and strands, and strands and
indicators?
2. Why do we need to set standards for teachers?
3. As a beginning teacher, which do you consider as the most important among

the seven domains? Justify your stand.
D. What I Do
Read thoroughly Domain 1 Content Knowledge and Pedagogy particularly the three
indicators in the beginning and proficient teachers. Answer the questions that
follow.
45 | P a g e Teacher Inductio n Program (Version
1.0)
Which of the indicators can you confidently say you are doing?
1. Which of the indicators are you NOT doing yet?
2. What do you notice about the indicators from beginning to proficient

teacher?
D. Read the following teaching practices. With all honesty, choose your
answer by ticking (/) the box that corresponds to your answer.
A- Always S- Sometimes N- Never
How often do you do the following in your teaching practice?
Indicators A S N
1.Demonstrates content knowledge and its application within and /or
across curriculum teaching areas
2.Shows skill in the positive use of ICT to facilitate the Teaching –Learning
Process
3.Demonstrates knowledge of strategies that promote reading and
numeracy skills
4.Applies teaching strategies that develop critical and creative thinking
and/or other higher order thinking skills
5. Demonstrates an understanding of the range of verbal and nonverbal
classroom communication strategies that support learner understanding,
participation, engagement, and achievement.
6.Uses Mother Tongue, Filipino, and English to facilitate teaching and
learning
7.Demonstrates understanding of research based knowledge and principle
of teaching and learning
E. What I Realize
Read thoroughly Domain 3 Diversity of Learners particularly the three indicators in

the beginning and proficient teachers. Answer the questions that follow.
46 | P a g e Teacher Induction Program (Version

1.0)
1. What teaching practices do you think are responsive to the call of the
indicators in Domain 3 to address diversity of learners?
2. To address learner diversity, what teaching practices would you employ to

enable you to move from beginning to the proficient career stage?
Reflection
As a teacher, what are the indicators under beginning stage that you can do? Is
it possible that you can move to the higher career stage? Knowing where you are,
what professional development goals could you prepare based on your strength and
areas for improvement?

1.0)
Based on the results of the self-assessment tool, make a professional development
plan.
Professional Development Goal

Areas for Recommended Time Persons
Strengths
Improvement Development/Intervention frame Involved
Post-Test
Check whether each statement is true or false.
TRUE FALSE
I. Learning outcomes should be aligned with the
learning objectives.
II. Providing safe learning environment is the sole
duty of a school head.
III. There are 4 career stages from Beginning to
Proficient Teacher.
IV. The number of years in service determines the
career stages of teachers.
V. There are 37 Domains and 7 strands in the PPST.
VI. PPST stands for Philippine Professional Standards
for Teachers.
VII. Every teacher is expected to know diversity of
learners.
VIII. Learners and parents should inform the teachers
about the results of the learning assessment.
IX. Beginning teachers can only get professional
growth through seminars.
X. All teachers need to have professional goals to
improve teaching practice.
V. SESSION 5: CAREER PATH WITHIN THE DEPARTMENT OF
EDUCATION
Domain 7: Personal Growth and Professional

Development Strand: Professional Development Goals
BTI 7.5.1 PTI 7.5.2
Show motivation to realize Set professional development goals

professional development goals based on the PPST.
based on the PPST.
Objectives
a. Determine the career stages based on the PPST
b. Assess the personal teaching practices based on the PPST
c. Prepare a road map to serve as the career path in the DepEd journey of a
beginning teacher.
Pre-Test:
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write
B if you think the teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient; and D for Distinguished Teacher
after the number and write it in the blank provided.
1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
2. Manages learning programs and have strategies that promote

learning based on the learning needs of their students.
3. Has a strong understanding of the subjects/areas in which they are

trained in terms of content knowledge and pedagogy.
4. Possesses the requisite knowledge, skills, and values that support the
teaching and learning process.
5. Is professionally independent in the application of skills vital to the

6. Provides focused teaching programs that meet curriculum and

assessment requirements.
7. Displays skills in planning, implementing, and managing learning

programs.
8. Actively engages in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement.
9. Continually seeks to develop their professional knowledge and

practice by reflecting on their own needs, and those of their
colleagues and students.
10. Consistently displays a high level of performance in their teaching

practice.
11. Manifests an in-depth and sophisticated understanding of the

12. Has high education-focused situation cognition, are more adept in

problem solving and optimize opportunities gained from
experience.
13. Embodies the highest standard for teaching grounded in global best
practices.
14. Exhibits exceptional capacity to improve their own teaching practice

and that of others.
15. Recognized as leaders in education, contributors to the profession,

and initiators of collaborations and partnerships.
Glossary of Terms
Term Definition
Previous rated the aspirants of required experiences with at least
Performance descriptive rating of very satisfactory (VS) for the three
previous school years (SYs).
Outstanding the meritorious achievements, innovations, and research
Accomplishments attained and produced by the aspirants.
Education the educational degree of the aspirants relative to job
description for aspired position specified in the qualification
standards.
Learning and the attended trainings, developed innovations, attained
Development recognitions, and implemented research.
Interview process that captures potential performance of the aspirants
(Behavioral through past experiences.
Event)
Professional process that focuses on improving the competencies of
Development personnel in line with their mandated roles and
responsibilities in order for them to achieve expected
standards (MPPD 2010).
Professional personalized individual learning pathway gearing toward
Growth personal and professional growth.
(professionalgrowth.sweetwaterschools.org.)
Career Pathing process to chart a course for progress on career laterally
Beginning  have gained the qualifications recognized for entry into the
Teachers teaching profession
 have a strong understanding of the subjects/areas in which
they are trained in terms of content knowledge and
pedagogy
 possess the requisite knowledge, skills, and values that
support the teaching and learning process
 manage learning programs and have strategies that promote
learning based on the learning needs of their students
 seek advice from experienced colleagues to consolidate their
teaching practice
Proficient  professionally independent in the application of skills vital
Teachers to the teaching and learning process
 provide focused teaching programs that meet curriculum
and assessment requirements
 display skills in planning, implementing, and managing
learning programs
 actively engage in collaborative learning with the
professional community and other stakeholders for mutual
growth and advancement
 are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers
Highly Proficient  display a high level of performance in their teaching practice
Teachers  manifest an in-depth and sophisticated understanding of
the teaching and learning process
 have high education-focused situation cognition, are more
Term Definition
adept in problem solving and optimize opportunities gained
from experience
 provide support and mentoring to colleagues in their
professional development, as well as work collaboratively
with them to enhance the learning and practice potential of
their colleagues
 continually seek to develop their professional knowledge
and practice by
 reflecting on their own needs, and those of their colleagues
and students
Distinguished  embody the highest standard for teaching grounded in
Teachers global best practices
 exhibit exceptional capacity to improve their own teaching
practice and that of others
 recognized as leaders in education, contributors to the
profession and initiators of collaborations and partnerships
 create lifelong impact in the lives of colleagues, students
and others
 consistently seek professional advancement and relevance
in pursuit of teaching quality and excellence
 exhibit commitment to inspire the education community
and stakeholders for the improvement of education
provision in the Philippines
Key Concepts
1. Creating a career path is an essential component of your lifelong career

toward developmental growth of your profession as teacher.
2. Career pathing requires the teacher to take an honest look at their

career goals, skills, needed knowledge, experience, and personal
characteristics requiring a plan to obtain what is necessary to carry out the
career path.
3. You can develop a career path by looking at your desired job/jobs within the
organization. Then, chart a course put it in writing and then own it.
4. Recognizing and reflecting on these stages provides teachers lateral

movement, transfers, promotion in rank and positions, and rewards and
recognitions.
5. Attaining the desired goals will also require the teachers to develop skills,
pursue employee development opportunities, and obtain certain experiences
as they progress along their career path through the organization.
6. Coaching and mentoring assistance from the more experienced teachers,

master teachers, department heads, school heads, education program
supervisors, and other experts in the field will help and guide in coursing
your paths.
7. The entry level of a newly-hired teacher is Teacher I regardless of experience.
A teacher may be promoted to Teacher II or Teacher III depending on the
units earned in their master’s degree and other qualifications for promotion.
A Teacher III may opt to be a Master Teacher (MT) or a Head Teacher (HT)
depending on the degree that the teacher has earned. An MT or HT may opt
to take the principal’s test and become school head if he or she successfully
passes the said test. In some cases, principals and teachers who have the
qualifications may apply directly to the division office, regional office, or even
at the central office.
A. Study the table below and ask assistance from your mentor then answer
the questions that follow.
POSITION RANK
Teacher TI TII TIII
Master Teacher MTI MTII MTIII MTIV
Head Teacher HTI HTII HTIII HTIV HTV HTVI
School Head PI PII PIII PIV
1. What are the qualifications for a Teacher I to be promoted to Teacher II?
2. What are the qualifications for a Master Teacher? A Head Teacher?
3. Is it possible for a newly hired teacher to become a Master Teacher or Head

Teacher after 1 year in service? Why or why not?
B. Conduct a research and find out the qualification standards of different

positions at DepEd that you can apply for in the next years.
Position/ Salary
Education Experience Training Eligibility
Title Grade
Teacher II
Teacher III
Master
Teacher I
Position/ Salary
Education Experience Training Eligibility
Title Grade
Head
Teacher I
Principal I
Public
Schools
District
Supervisor
Education
Program
Supervisor
C. Resolve the issue
Teacher A is a Teacher III in Rizal Elementary School for 5 years. She was able to
earn a master’s degree in educational leadership and management with
specialization in Curriculum, Instruction, and Assessment. Coincidentally, there is
one Master Teacher I (Salary Grade 19) item available in the school and one Senior
Education Program Specialist (SG 19) in the division office. The division office and
the school are situated in the city. Given the situation, if you are Teacher A, which
position would you choose? Why?
D. My Gains
Answer the questions that follow.
1. What did you learn about professional development? What is the connection
between personal growth and professional development?
2. How does professional development affect your teaching performance?
3. Would you recommend these professional development activities to your

colleagues? Why or why not?
E. Beginning with an End in Mind
Knowing your own strengths and weaknesses, draw a professional development

road map. Make this activity an illustration of your personal journey, and how you
view yourself 6 years from now.
Here’s what’s required on the road map:

 The first stop on the road map should be your entry to public school system;
you can decide how the map “ends” in 10 years from now.
 There should be five other “stops” on the map, representing different key
concepts that could help or hamper your journey in achieving professional
development. They may be experiences that you have or have yet to
experience.
 Record three major future events that you hope will happen on your road
map. Indicate on your map your age when you want these things to happen.
(Possible examples- graduating from graduate school, getting promoted,
implemented innovations, and improved teacher development stage etc.)
 The map should have small illustrations of each event—this can be a symbol,
picture, magazine cut-out, clip art, etc.
 The map should be in color! How you decorate and map out your
professional growth journey is up to you.
Be guided by the following rubric:

Level 1 Level 2 Level 3 Level 4
Road map
Road map includes
One or more
includes all required
required Road map
element includes all required elements as
Required
Elements all required elements and well
is missing
from elements. one additional as a few
the road map. element. additional
elements.
Each event is
The road map Some events Each event is
illustrated with
Map lacks are illustrated illustrated with
a detailed and
Illustrations illustrations with an image an image or
creative image
for life events or symbol. symbol.
or symbol.
The road map The road map
The road map
The road map presentation presentation
Presentation lacks demonstrates presentation demonstrates
and neatness, some demonstrates excellent
Creativity creativity, and neatness, neatness, neatness,
effort. effort, and effort, and effort, and
creativity, creativity, creativity,
The first step is to sketch out your life map before you actually start the project.
Use the space below to create a rough sketch.
Reflection
Choose ONE of the two writing prompts to write a well-developed response in
paragraph form.
1. From your map, choose two events to write about. Consider the following
questions when writing about each of these: why did you choose to include this
event on your map? How will this event affect your pursuit for professional
development?
OR
2. From your map, choose your top future entry (goal) and clearly describe what
steps you could take to help you reach this goal (minimum of three steps).
Describe what resources you would need to meet these goals. Why is it
important for you to achieve such professional growth?
Post-Test
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write
B if you think the teacher being described is a beginning Teacher; P
Proficient; HP for Highly Proficient ; and D for Distinguished Teacher
after the number and write it in the blank provided.
1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
2. Manages learning programs and have strategies that promote

learning based on the learning needs of their students.
3. Has a strong understanding of the subjects/areas in which they

are trained in terms of content knowledge and pedagogy.
4. Possesses the requisite knowledge, skills, and values that support the
5. Is professionally independent in the application of skills vital to the

6. Provides focused teaching programs that meet curriculum and

assessment requirements.
7. Displays skills in planning, implementing, and managing learning

programs.
8. Actively engages in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement.
9. Continually seeks to develop their professional knowledge and

practice by reflecting on their own needs, and those of their
colleagues and students.
10. Consistently displays a high level of performance in their teaching

practice.
11. Manifests an in-depth and sophisticated understanding of the

12. Has high education-focused situation cognition, are more adept in

problem solving and optimize opportunities gained from
experience.
13. Embodies the highest standard for teaching grounded in global best
practices.
14. Exhibits exceptional capacity to improve their own teaching practice

and that of others.
15. Recognized as leaders in education, contributors to the profession

and initiators of collaborations and partnerships.
VI. SESSION 6: MAGNA CARTA FOR PUBLIC SCHOOL

TEACHERS
Domain 6: Community Linkages and Professional Engagement
Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2

Regularly review personal teaching
Be aware of existing laws and practices using existing laws and
regulations that apply to the teaching regulations that apply to the teaching
profession. profession.
Objectives
a. Demonstrate awareness on the Magna Carta of Public School Teachers in

Basic Education and your professional rights, opportunities, benefits, and
responsibilities.
b. Reflect on the personal teaching practice in relation to the relevant

provisions of the Magna Carta.
c. Write a commitment on how you will perform your rights and responsibilities
guided by the Magna Carta.
Pre-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public
school teachers is called .
2. All persons engaged in classroom teaching in any level of instruction
whether full or part time basis are called .
3. In , minimum educational qualification is only one of the
criteria on recruitment, selection and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and or
hospitalization, and reimbursement for travelling expenses in regions
where there is a scarcity of medical facilities are under the provision of
Magna Carta on .
6. The additional unit requirement to be taken in case a person is a graduate

of bachelor’s degree in arts and sciences is called .
7. The act that states before any person is allowed to practice as a
professional teacher in the Philippines, one must have a valid certificate of
registration and a valid professional license from the PRC is known as
.
8. The actual number of hours of classroom teaching in a day that a teacher
needs to render is .
9. Study leave and indefinite leave are kinds of entitled leaves given to a
teacher under the of the Magna Carta.
10. The section on of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend
their interests.
Key Concepts
1. As teachers’ efforts are being recognized in building the nation, an Act was
passed into law to look after the welfare of the public school teachers and to
promote, improve, and secure the professional rights of a teacher—known to
be the RA 4670 or Magna Carta for Public School Teachers.
2. A teacher is defined in this act as “all persons engaged in teaching (look into
the provision of the law: in any level of instruction, on full-time basis) basic
education in public schools and all other persons performing supervisory
functions in all public schools in basic education, specifically: department
heads, assistant school heads, school heads, district, division, and regional
supervisors, assistant schools division superintendent, schools division
superintendents, assistant regional directors, regional directors and
bureau/service/center directors, but shall not include support personnel
such as legal, medical and dental, planning, property/ supply, financial and
human resource employees.”
3. The Magna Carta for Public School Teachers aims to improve the social and
economic status of public school teachers in basic education, their living and
working conditions, employment, and career prospects.

Activity 1. THROWBACK
Recall a time when you were recruited and employed at DepEd. What were the
challenges and problems you encountered and how did you overcome them.
1. Illustrate the process experienced on the manner you were recruited,

selected, and appointed.
2. Illustrate the things and objects symbolic of the process of recruitment,

selection, and appointment you have experienced. For example, a small
stone signifies an easy process and a huge to very huge stone indicates
the degree of difficulty on a particular stage of your recruitment,
selection, and appointment.
Activity 2. Answer the following questions by putting a check mark inside the
circle if you Agree or Disagree to the following statements and then justify your
answer on the space provided.
1. As teachers are professionals and hired as the right people to the right
position, it follows that in exercising professionalism in teaching, they need
to know the standards that they need to teach, and the need to know on how
to teach in the most effective ways.
2. Being well-compensated in monetary and other benefits in teaching,

it is a must for teachers to render exemplary performance.
3. If the teachers teach well in their 6 hours of actual teaching loads

and care more about their students, the result would bring a
favorable impact to students to do well and to do better in their
studies.
4. These are the following criteria with respective points used in the evaluation
and selection procedure in the hiring of Teacher 1. Education 20%, Teaching
Experience 15%, LET/PBET Rating 15%, Specialized Training Skills 10%,
Interview 10%, Demonstration Teaching 15%, and Communication Skills
15%.
5. No teacher may be transferred without his or her consent. Should there be

an urgent need or demand for transfer, the school superintendent must
notify the teacher beforehand and state the reasons.
6. Any dues can be deducted to teachers aside from what is stipulated by law.
7. If a teacher reaches the age and service requirements for retirement, he or

she is allowed to enjoy the one-range salary raise.
8. It is just to pay additional compensation to a teacher who renders 8 hours of

actual teaching.
9. If a teacher is married to one who is also a public school teacher, they are
not allowed to teach in the same school.
10. During disciplinary procedures, teachers are not entitled to due process and
must not be given a written notice, a time to access evidence, to make a
defense, a time for preparation and appeal.
Activity 3. Direction: Challenge yourself by justifying your answer to uphold the

integrity and professional duties of a teacher.
1. Any teacher engaged in actual classroom instruction shall not be required to

render more than 6 hours of actual classroom teaching per day with all the
classroom teaching preparation, checking of given exercises and other related
work to their normal teaching duties. Provided however, that where the
exigencies of the service so require, any teacher may be required to render more
than 6 hours but not exceeding 8 hours of actual teaching hours a day. How
does this affect your integrity and professional duties as a teacher?
2. There shall be no discrimination whatsoever in the entrance to the teaching

profession, and/or during in exercising its duties or even in the termination of
tenure in service. Does this affect your integrity and professional duties as a
teacher?
3. As a teacher you submitted yourself in the evaluation and hiring process of your
Schools Division by following what was stipulated in DO 7, s. 2015. In the RQA,
you were ranked number 1. It so happened the appointing authority selected
and appointed the teacher next in rank to you. Did the appointing authority
violate your rights as a teacher? Does this affect your integrity and professional
duties as a teacher?
4. DepEd provides the curricula to be implemented and teachers are encouraged

to be innovative in their teaching and classroom methods. The department
supports the academic freedom of the teacher in the discharge of their
professional duties, particularly with regard to teaching and classroom
management. Does this affect your integrity and professional duties?
5. Salary scales of teachers shall provide for a gradual progression from a
minimum to a maximum salary by means of regular increments, granted
automatically after 3 years to the maximum steps, as provided by law. Provided,
that the efficiency rating of the teacher concerned is at least Satisfactory. How
true is this? Does this affect your integrity and professional duties as a teacher?
Reflection
In the Department of Education, we are saddened to hear news of malpractices of
teachers in the profession. Let us uplift ourselves and our profession. Write your
commitment to complete the paragraph below.
As member of the DepEd learning community, I commit myself to help realize the
DepEd mission and vision. I promise to
Post-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public
school teachers is called .
2. All persons engaged in classroom teaching in any level of instruction
whether full or part time basis are called .
3. In , minimum educational qualification is only one of the
criteria on recruitment, selection, and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the
in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and/or
hospitalization, and reimbursement for travelling expenses in regions that
lack medical facilities are under the provision of Magna Carta on
.
6. The additional unit requirement to be taken in case a person is a graduate
of bachelor’s degree in arts and sciences is called .
7. The act that states before any person is allowed to practice as a
professional teacher in the Philippines, one must have a valid certificate of
registration and a valid professional license from the PRC is known as
.
8. The actual number of hours of classroom teaching in a day that a teacher
needs to render is .
9. Study leave and indefinite leave are kinds of entitled leaves given to a
teacher under the of the Magna Carta.
10. The section on of the Magna Carta for Public School Teachers
allows the teacher to establish and join organizations to further and defend
their interests.
Appendix
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to

promote and improve the social and economic status of public school teachers,
their living and working conditions, their terms of employment and career
prospects in order that they may compare favorably with existing opportunities in
other walks of life, attract and retain in the teaching profession more people with
the proper qualifications, it being recognized that advance in education depends on
the qualifications and ability of the teaching staff and that education is an essential
factor in the economic growth of the nation as a productive investment of vital
importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public
School Teachers" and shall apply to all public school teachers except those in the
professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom
teaching, in any level of instruction, on full-time basis, including guidance
counselors, school librarians, industrial arts or vocational instructors, and all other
persons performing supervisory and/or administrative functions in all schools,
colleges and universities operated by the Government or its political subdivisions;
but shall not include school nurses, school physicians, school dentists, and other
school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the

selection and appointment of teachers shall be clearly defined by the Department of
Education: Provided, however, That effective upon the approval of this Act, the
following shall constitute the minimum educational qualifications for teacher-
applicants:
a. For teachers in the kindergarten and elementary grades, Bachelor's

degree in Elementary Education (B.S.E.ED.);
b. For teachers of the secondary schools, Bachelor's degree in Education

or its equivalent with a major and a minor; or a Bachelor's degree in
Arts or Science with at least eighteen professional units in Education.
c. For teachers of secondary vocational and two years technical courses,

Bachelor's degree in the field of specialization with at least eighteen
professional units in education;
d. For teachers of courses on the collegiate level, other than vocational,

master's degree with a specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum
educational qualifications as hereinabove provided, the school superintendent may
1.0)
appoint, under a temporary status, applicants who do not meet the minimum
qualifications: Provided, further, That should teacher-applicants, whether they
possess the minimum educational qualifications or not, be required to take
competitive examinations, preference in making appointments shall be in the order
of their respective ranks in said competitive examinations: And provided, finally,
That the results of the examinations shall be made public and every applicant shall
be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training
and professional preparation in any school recognized by the Government, no
probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where,
due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a
provisional status and shall undergo a period of probation for not less than one
year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be

assured the teachers as provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a

provisional status for lack of necessary civil service eligibility shall be extended
permanent appointment for the position he is holding after having rendered at least
ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as
herein otherwise provided, no teacher shall be transferred without his consent from
one station to another.
Where the exigencies of the service require the transfer of a teacher from one
station to another, such transfer may be effected by the school superintendent who
shall previously notify the teacher concerned of the transfer and the reason or
reasons therefore. If the teacher believes there is no justification for the transfer, he
may appeal his case to the Director of Public Schools or the Director of Vocational
Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, that no transfers whatever
shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the
Government if his transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the
approval of this Act, the Secretary of Education shall formulate and prepare a Code
of Professional Conduct for Public School Teachers. A copy of the Code shall be
furnished each teacher: Provided, however, that where this is not possible by
reason of inadequate fiscal resources of the Department of Education, at least three
copies of the same Code shall be deposited with the office of the school principal or
head teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable

safeguards at each stage of any disciplinary procedure and shall have:

1.0)
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his

choice and/or by his organization, adequate time being given to the
teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher
during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be

heard initially by a committee composed of the corresponding School
Superintendent of the Division or a duly authorized representative who should at
least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or
national teacher's organization and a supervisor of the Division, the last two to be
designated by the Director of Public Schools. The committee shall submit its
findings and recommendations to the Director of Public Schools within thirty days
from the termination of the hearings: Provided, however, that where the school
superintendent is the complainant or an interested party, all the members of the
committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in

entrance to the teaching profession, or during its exercise, or in the termination of
services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all
steps to enable married couples, both of whom are public school teachers, to be
employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the
discharge of their professional duties, particularly with regard to teaching and
classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall
not be required to render more than six hours of actual classroom teaching a day,
which shall be so scheduled as to give him time for the preparation and correction
of exercises and other work incidental to his normal teaching
duties: Provided, however, that where the exigencies of the service so require, any
teacher may be required to render more than six hours but not exceeding eight
hours of actual classroom teaching a day upon payment of additional compensation
at the same rate as his regular remuneration plus at least twenty-five per cent of
his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to

the contrary, co-curricula and out of school activities and any other activities
outside of what is defined as normal duties of any teacher shall be paid an
additional compensation of at least twenty-five per cent of his regular remuneration
after the teacher has completed at least six hours of actual classroom teaching a
day.
In the case of other teachers or school officials not engaged in actual classroom
instruction, any work performed in excess of eight hours a day shall be paid an
additional compensation of at least twenty-five per cent of their regular
remuneration.
The agencies utilizing the services of teachers shall pay the additional
compensation required under this section. Education authorities shall refuse to
allow the rendition of services of teachers for other government agencies without
the assurance that the teachers shall be paid the remuneration provided for under
this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following
criteria:
a. they shall compare favorably with those paid in other occupations

requiring equivalent or similar qualifications, training and abilities;
b. they shall be such as to insure teachers a reasonable standard of life for

themselves and their families; and
c. they shall be properly graded so as to recognize the fact that certain

positions require higher qualifications and greater responsibility than
others: Provided, however, That the general salary scale shall be such
that the relation between the lowest and highest salaries paid in the
profession will be of reasonable order. Narrowing of the salary scale shall
be achieved by raising the lower end of the salary scales relative to the
upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual
progression from a minimum to a maximum salary by means of regular increments,
granted automatically after three years: Provided, That the efficiency rating of the
teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are
appropriated by a city, municipal, municipal district, or provincial government,
shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep
pace with the rise in the cost of living by the payment of a cost-of-living allowance
which shall automatically follow changes in a cost-of-living index. The Secretary of
Education shall, in consultation with the proper government entities, recommend
to Congress, at least annually, the appropriation of the necessary funds for the
cost-of-living allowances of teachers employed by the National Government. The
determination of the cost-of-living allowances by the Secretary of Education shall,
upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to
hardship such as difficulty in commuting to the place of work or other hazards
peculiar to the place of employment, as determined by the Secretary of Education,
they shall be compensated special hardship allowances equivalent to at least
twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in
legal tender of the Philippines or its equivalent in checks or treasury
warrants. Provided, however, that such checks or treasury warrants shall be
cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever
from the salaries of teachers except under specific authority of law authorizing such
deductions: Provided, however, that upon written authority executed by the teacher
concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be
considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination

shall be provided free of charge for all teachers before they take up teaching, and
shall be repeated not less than once a year during the teacher's professional life.
Where medical examination show that medical treatment and/or hospitalization is
necessary, same shall be provided free by the government entity paying the salary
of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain

elsewhere the necessary medical care with the right to be reimbursed for their
traveling expenses by the government entity concerned in the first paragraph of this
Section.
Sec. 23. Compensation for Injuries. Teachers shall be protected against the
consequences of employment injuries in accordance with existing laws. The effects
of the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in
the public schools, they shall be entitled to study leave not exceeding one school
year after seven years of service. Such leave shall be granted in accordance with a
schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly
salary: Provided, however, That no teacher shall be allowed to accumulate more
than one year study leave, unless he needs an additional semester to finish his
thesis for a graduate study in education or allied courses: Provided, further, That
no compensation shall be due the teacher after the first year of such leave. In all
cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be
subject to the condition that the teacher takes the regular study load and passes at
least seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to
teachers when the nature of the illness demands a long treatment that will exceed
one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled
the age and service requirements of the applicable retirement laws shall be given
one range salary raise upon retirement, which shall be the basis of the computation
of the lump sum of the retirement pay and the monthly benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely
and without previous authorization both to establish and to join organizations of
their choosing, whether local or national to further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the
immediately preceding Section shall be exercised without any interference or
coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join
an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his

membership in an organization or because of participation in organization activities
outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by
his position in the organization, or to penalize him for an action undertaken in that
capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be

consulted in the formulation of national educational policies and professional
standards, and in the formulation of national policies governing the social security
of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and
prepare the necessary rules and regulations to implement the provisions of this Act.
Rules and regulations issued pursuant to this Section shall take effect thirty days
after publication in a newspaper of general circulation and by such other means as
the Secretary of Education deems reasonably sufficient to give interested parties
general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress
annually the necessary budgetary estimates to implement the provisions of the Act
concerning the benefits herein granted to public school teachers under the employ
of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or
coerce any teacher in the exercise of his rights guaranteed by this Act or who shall
in any other manner commit any act to defeat any of the provisions of this Act
shall, upon conviction, be punished by a fine of not less than one hundred pesos
nor more than one thousand pesos, or by imprisonment, in the discretion of the
court.
If the offender is a public official, the court shall order his dismissal from the
Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their
implementing rules inconsistent with the provisions of this Act are hereby repealed,
amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the
remainder of this Act or any provisions not affected thereby shall remain in force
and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

VII. SESSION 7: CODE OF ETHICS

Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and Regularly review personal teaching
regulations that apply to the practices using existing laws and
teaching profession, and be familiar regulations that apply to the teaching
with the responsibilities specified in profession and the responsibilities
the Code of Ethics for Professional specified in the Code of Ethics for
Teachers. Professional Teachers
Strand: Dignity of Teaching as a Profession
BTI 7.2.2 PTI 7.2.2

Demonstrate behaviors that uphold Demonstrate behaviors that uphold
the dignity of teaching as a the dignity of teaching as a profession
profession by exhibiting qualities by exhibiting qualities such as caring
such as caring attitude, respect, and attitude, respect and integrity
integrity
Objectives
a. Demonstrate understanding of the key provisions of the code of ethics and

become familiar with the responsibilities of a professional teacher.
b. Describe how the code of ethics can help or guide a teacher in the day to day
performance/tasks of his work, hence resulting to a good teacher
c. Describe and become familiar with the responsibilities specified in the Code
of Ethics for Professional Teachers.
d. Exhibit professional behavior as set out by the Code of Ethics for Teachers in
the Philippines.
Pre-Test
Choose the letter with the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for
honors visits you to ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given
honor student.
c. Respectfully reject the offer and explain that you might be accused of
bribery.
d. Explain the chance of the daughter objectively and graciously accept the
offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers
regarding teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and other
school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the program of the PRC and

shall pursue other studies as will improve his efficiency, prestige and strengthen
his competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the
foremost concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she
felt like quitting teaching. At the end of the day she is totally burned out. If you
were in her place from whom will you ask assistance?
a. from the principal c. from co-teachers
b. from the parents d. from pupils
Glossary of Terms
Terms Definition
Code of Ethics a guide of principles designed to help
professionals act with honesty and integrity. A
written set of rules and management to help them
conduct their actions in accordance with its
primary values and standards. (Oxford English
Dictionary)
Teacher a person who facilitate learners to gain knowledge,
skills, and values that enhance development. A
person who has the knowledge, skills, attitude,
and special trainings in teaching, explaining, and
educating. (R.A. 9155)
Professional a person who characterized by or conforming to
the technical or ethical standards of a profession.
A person who exhibits courtesy,
conscientiousness, and generally manners that
are acceptable resulting improvement of the
organization he belongs.
Behavior the way in which one acts or conducts oneself,
especially toward others and to the organization
he or she is serving.
School is an educational institution, private, and public,
understating operation with a specific age group of
pupils or students pursuing defined studies at
defined level, receiving instruction from teachers,
usually located in a building or a group of
buildings in a particular physical site. (R.A. 9155)
Learner any individual seeking basic literacy skills and
functional life skills or support services for the
improvement of the quality of his/her life (R.A.
9155)
Key Concepts
1. 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.
2. In everyday life, you are confronted with the challenges to do the right thing.
When you are faced with professional decisions that seem to have ethical
implications, there are conditions and provisions of the Code of Ethics that
will guide you to determine the best actions.
3. Teachers have the responsibility to push their learners to their full potential
and to develop their personality.
4. Teachers have great influence in the lives of their learners. They are expected
to be professionally competent in the practice of their profession. Moreover,
they need also to possess good reputation not only in the school but in the
entire community. Having this big responsibility in the learning
environment, teachers must be guided by this document which
comprehensively discuss the different expectations from a teacher.
5. As mandated in the Code of Ethics for professional teachers, you have the
responsibility to interact positively with parents, community members, and
other stakeholders of the school. Contact with parents must be conducted
regularly and be kept professional and free from arguments. If you have an
issue with parents, community members, or stakeholders it must be
presented during meetings and conferences. Being a teacher you must
recognize that education is a public service and strive to keep the public
informed of the programs, projects and activities.
6. In the school you are expected to collaborate with your school

administrators, co-teachers, and other personnel in order to provide a safe,
friendly learning experiences for the learners.
7. As part of the DepEd organization, you are further expected to follow the
directions and instructions of your school administrator and higher DepEd
officials.
8. Being a teacher, you should consider your co-teachers and other personnel
in achieving the goals of education. They must be treated with courtesy,
consideration, and mutual respect. You should also be punctual in the
submission of office reports and other tasks to facilitate the completion of
the work by the support personnel.
Activities and Assessments

Activity 1. After reading the key concepts, work on the following:
Self-Reflection
I realized that …
Teacher as role model
Teacher’s personality
Teacher’s social adjustment
Teacher’s professional growth and development
Teacher’s accountability
Activity 2. Study the following cases. Guided by your understanding of the Code of Ethics for
Professional Teachers (Appendix 1), identify the article and the provision that can guide the teacher
to come up with his best action. Write your answers on the space provided in each number.
Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his
students regarding the grade of his daughter in English. Mr. Baguio listened to
the complaint of the guardian with sympathy and referred it to the teacher
concerned for clarification.
Article in the Provision Is Mr. Baguio right in his

Code of Ethics statement action
(Explain based on the
provision of the article)
Case 2
During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was
designated as the fiesta directorate chairman. Because of his talent, he accepted
the task willingly even without any honorarium. He facilitated the culture-based
activities that resulted to a very organized celebration of their barrio fiesta.
Is it alright for Mr. Maya not to receive payment for the services he rendered
during the barrio fiesta?
Article in the Code Provision Is Mr. Maya right in his

of Ethics statement action
provision of the article)
Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The
school is scheduled to hold its Reading Camp on a Saturday. Relative to this
activity, Mrs. Josie Rivera, the school principal, advised the faculty to attend
and help the organizers to facilitate the event.
Mrs. San Jose who is enrolled in a master’s degree program informed the
principal that she could not make it for she needs to attend her Saturday class.
Is it correct not to render service on a Saturday because of her studies?
Article in the Code Provision Is Mrs. San Jose correct in

of Ethics statement his action?
provision of the
article)
Case 4
Mrs. Anna Lee A. Amores does not want her student named Joel to be the
highest honor awardee but she prefers Leonard, another student to get the
recognition. In order to ensure that Leonard will get the highest honor award,
she gave Joel low grades in recitation and in performance tasks. Is it right to
give Joel low grades just to make Leonard the awardee?
Article in the Provision Is Mrs. Amores right in her

Code of Ethics statement action
(Explain based on the provision
of the article)
Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his
principal would ask him to attend training, he would always decline and would
ask another teacher to attend the said training. Is this proper?
Article in the Code Provision Is Mr. Reyes correct in his

of Ethics statement action?
provision of the
article)
ACTIVITY 3. Now that you are done reading and analyzing the different provisions
and articles specified in the Code of Ethics for Professional Teachers, you are
requested to share your insights focusing on the learning that you gained from this
session and at the same time, other information that you think are necessary to
understand about the Code of Ethics.
What are my How will these learnings be of

significant learnings? help to you as a teacher?
Other information relative How will these learnings be of

to Code of Ethics that I help to you as a teacher?
want to know
MY PLEDGE OF COMMITMENT
I, , teacher of
commit myself to adhere to the Code of Ethics, which will serve
as my guide in everything I do in the service of my profession.
It is my goal to establish maximum services to my clientele,
being a public servant.
I vow to utilize government resources effectively and efficiently
for the betterment of everyone.

1.0)
Name and Signature of Teacher

1.0)
Reflection
Study the following situations. Choose the best option by putting a check on
the space provided for each choice. Explain your answer.
Situation no. 1
Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has
been serving as part of the Board of Election Canvassers for the past 10 years.
However, in the coming elections, his mother will be running as barangay captain.
Because of this, he is asked to campaign for her. Is it alright for him to campaign
for his mother’s candidacy? Explain your answer.
Situation no. 2
Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to
attend an important conference in Mindanao. Every time he is asked by the
principal to attend such an activity, he always requests a new teacher to attend.
As a professional teacher, is it right to express refusal in attending conferences.
Situation no. 3
Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook
page. She received negative comments from the community and stakeholders.
Ms. Reyes justified that she has the right to post anything on her Facebook
account since it was her personal account. Is it right for Mrs. Reyes to do such?
Situation no. 4
During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta
directorate chairman. Because of his talent, he accepted the task willingly even
without any honorarium. He facilitated culture-based activities that made their
barangay fiesta a significant one. Is it alright for Mr. Maya not to receive any
compensation for his services rendered since this will be a precedent for the
succeeding activity coordinator?
Situation no. 5
Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a

student for not being a resident of the said barangay where the school is
located. Is it right for her to do so?
Situation no. 6
Traditionally, a civic parade is held with school participating during

Independence Day. All teachers and students are required to attend. All of Mrs.
Katherine Y. Sedillo’s students are excited to join the said parade but she did
not join them due to personal reason and only asked the president of the class
to check the attendants of his classmates. Is the decision of Mrs. Sedillo not
answerable for any untoward incident to happen to the students?
Situation no. 7
Madam Estelita Ramos, a teacher III at Malunta Elementary School has a take-
home pay of P 7,500.00 every month. She decided to borrow money from
Provincial Savings Bank with a monthly deduction of P3,500. In the same
month she also borrowed money to First Diamond Lending Company with a
monthly deduction of P 3,500.00. In the first 2 months she enjoyed a take home
pay of P7,500.00 because the 2 lending institutions will deduct on the 3 rd
month from the date she borrowed. Is it alright for Mrs. Ramos to borrow the
amount considering that she don’t have enough take home pay when the
deduction will take effect?
Situation no. 8
Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High
School. Due to his young age he has lots of friends and barkadas. After school
hours, he is always seen with his friends in an internet café playing Dota, in
gambling dens, and in beerhouses. He also frequently seen in discos during
weekends. Is Mr. Cruz acting as a good model to his students?
Post-Test
Choose the letter of the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for
honors visits you to ask about her child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given
honor student.
c. Respectfully reject the offer and explain that you might be accused of
bribery.
d. Explain the chance of the daughter objectively and graciously accept the
offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers
regarding teacher and business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in any commercial venture which furnishes textbooks and
other school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income
generation.
c. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging
satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the program of the PRC and

shall pursue other studies as will improve his efficiency, prestige, and
strengthen his or her competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement
d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the
foremost concern of a teacher?
a. Discuss the projects of the school.
b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she
felt like quitting teaching. At the end of the day she is totally burned out. If you
were in her place from whom will you ask assistance?
a. from the principal
b. from the parents
c. from co-teachers
d. from pupils
Appendix
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise
known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt
the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence in the practice of
their noble profession, and they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall
offer quality education for all competent teachers. Committed to its full realization, the
provision of this Code shall apply, therefore, to all teachers in schools in
the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary, and secondary levels
whether academic, vocational, special, technical, or non-formal. The term
“teacher” shall include industrial arts or vocational teachers and all other persons
performing supervisory and /or administrative functions in all school at the aforesaid
levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state;
each teacher is a trustee of the cultural and educational heritage of the nation and
is under obligation to transmit to learners 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 promote obedience to the
laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own,
every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress
against injustice to the administration and to extent possible, shall raise
grievances within acceptable democratic possesses. In doing so, they shall avoid
jeopardizing the interest and the welfare of learners whose right to learn must be
respected.
Section 5. Every teacher has a right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed
in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live

up to his contract, assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards
of effective school supervision, dignified administration, responsible leadership and
enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important changes in
the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all
teachers under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in
conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher

or other subordinates except for cause.
Section 5. School authorities concern shall ensure that public school teachers are
employed in accordance with pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions of their work; provided
that they are given, if qualified, subsequent permanent tenure, in accordance with
existing laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the
promotions of learners in the subject or grades he handles, provided that such
determination shall be in accordance with generally accepted procedures of evaluation
and measurement. In case of any complaint, teachers concerned shall immediately
take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first
and foremost concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate

against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and
quality of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop

between teacher and learner, the teacher shall exercise utmost professional discretion
to avoid scandal, gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are
clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum

development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problems and difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parent’s cooperation for the
proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding,
and shall discourage unfair criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation; provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially

interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further,
that members of duly recognized teachers cooperatives may participate in the
distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the
highest obligation to live with dignity at all times whether in school, in the home, or
elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle
of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his
own destiny and of the destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of
revocation of his Certification of Registration and License as a Professional Teacher,
suspension from the practice of teaching profession, or reprimand or cancellation
of his temporary/special permit under causes specified in Sec. 23, Article III or R.A.
No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing
R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following its publication in the Official Gazette or
any newspaper of general circulation, whichever is earlier.
VIII. SESSION 8: RESULTS-BASED PERFORMANCE
MANAGEMENT
SYSTEM (RPMS)
Desired Learning Outcomes
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

STRAND: PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE
BTI 7.4.1 PTI 7.4.2

UNDERSTAND HOW PROFESSIONAL DEVELOP A PERSONAL PROFESSIONAL
REFLECTION AND LEARNING CAN BE USED IMPROVEMENT PLAN BASED ON REFLECTION
TO IMPROVE PRACTICE. OF ONE’S PRACTICE AND ONGOING
PROFESSIONAL LEARNING.
Objectives
a. Understand individual performance and one’s personal accountability in

becoming an effective teacher through the RPMS.
b. Reflect on current teaching practices and identify development needs for

personal and professional improvement.
c. Prepare Individual Performance Commitment and Review Form

(IPCRF)/Personal Professional Improvement Plan (PPIP) based on the reflection
to ensure improve practices.
Glossary of Terms
Term Definition
Effectiveness/ The extent to which actual performance
Quality compares with targeted performance.
The degree to which objectives are achieved and
the extent to which targeted problems are solved.
In management, effectiveness relates to getting
the right things done.
Efficiency The extent to which time or resources is used for
the intended task or purpose.
Measures whether targets are accomplished with
a minimum amount of quantity of waste,
expense, or unnecessary effort.
In management, efficiency relates to doing the
things right.
Head of Agency (Principal) refers to the app roving authority enumerated in
Annex A (DO 2, s 2015) who determines the final
performance rating of an individual employees
based on proof of performance
Individual Performance the form that shall reflect the individual
Commitment and Review Form commitments and performance, which shall be
(IPCRF) accomplished by individual employees.
Key Result Area (KRA) They refer to the general outputs or outcome–the
mandate or the functions of the office and/or the
individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O.
No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs
capture the Domains of the PPST – a document
that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and
Pedagogy, (2) Learning Environment and
Diversity of Learners, (3) Curriculum and
Planning, (4) Assessment and Reporting, and the
(5) Plus Factor.
Major Final Output (MFO) a good or service that an organization, unit, or
individual personnel is mandated to deliver to
internal and external clients through the
achievement of specific objectives under the key
result areas
Means of Verification (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’
attainment of objectives. They have been
judiciously selected to show evidence of
attainment of objectives.
Teachers gather, select, organize and annotate
MOV to help Raters in assessing teacher
performance.
MOV include classroom observation tool (COT)
rating sheet and/or interobserver agreement
form; lesson plans/modified daily lesson logs
(DLLs); instructional materials; formative and
summative assessment tools; compilations of
student outputs; certificates of attendance to
professional development activities like graduate
studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct
of collaborative activities with parents/
colleagues/other stakeholders.
Objective They are specific tasks that an office and/or
individual employee needs to do to achieve the
KRAs.
In the RPMS Tools, teachers target thirteen (13)
objectives to realize the five (5) KRAs. These
objectives are aligned with the indicators of the
Philippine Professional Standards for Teachers
(PPST).
Performance Indictor (PI) This part provides the exact quantification of
objectives, which shall serve as the assessment
tool that gauges whether performance is positive
or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators
provide descriptions of quality and quantity
given five performance levels: 5-Outstanding, 4-
Very Satisfactory, 3-Satisfactory, 2-
Unsatisfactory, and 1-Poor.
Performance Monitoring and the form intended for capturing the significant
Coaching Form (PMCF) incidents.
Ratee are the teachers from all career stages, Teacher
I-III and Master Teacher I-IV who submit their
portfolios as evidence of their teaching
performance.
Senior High School teachers, including those
who are in probationary status, shall use the
tools corresponding to their current
rank/position, regardless of the years in service.
Rater refer to the School Heads (e.g. Principals,
Teachers-in-Charge, Head Teachers),
Department Heads and/or Master Teachers who
assess teacher portfolios to gauge teacher
performance.
Result-based Performance RPMS Tools pertain to the two different teacher
Management System (RPMS) performance assessment instruments, one for
Tools Teacher I-III (Proficient Teachers) and another for
Master Teacher I-IV (Highly Proficient Teachers).
Each tool describes the duties and
responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of
those duties and the specific objectives to attain
the KRAs. Each tool also presents in detail the
various Means of Verification (MOV) that serve as
proof of the attainment of specific objectives
alongside performance indicators, from
outstanding to poor performance, to help both
Ratees and Raters in the assessment process.
Timeliness Measures whether the deliverable was done on
time based on the requirements of the rules and
regulations, and/or clients/stakeholders.
Time-related performance indicators evaluate
such things as project completion deadlines,
time management skills and other time-sensitive
expectations.
Key Concepts
1. Who uses the RPMS Tools?
Raters and Ratees from across career stages use the RPMS Tools for gauging the
quality of teacher performance.
Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge, Head
Teachers), Department Heads and/or Master Teachers who assess teacher
portfolios to gauge teacher performance.
Ratees are the teachers from all career stages, Teacher I-III and Master Teacher
I-IV who submit their portfolios as evidence of their teaching performance. Senior High
School teachers, including those who are in probationary status, shall use the tools
corresponding to their current rank/position, regardless of the years in service.
2. What are the RPMS Tools?
RPMS Tools pertain to the two different teacher performance assessment instruments,
one for Teacher I-III (Proficient Teachers) and another for Master Teacher I-IV (Highly
Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those duties and the specific
objectives to attain the KRAs. Each tool also presents in detail the various Means of
Verification (MOV) that serve as proof of the attainment of specific objectives alongside
performance indicators, from outstanding to poor performance, to help both Ratees
and Raters in the assessment process.
RPMS Tool for Teacher I-III (Proficient Teachers). This tool is for Teacher I, Teacher
II and Teacher III (TI-TIII). They are expected to be proficient in their practice and
professionally independent in the application of skills vital to the teaching and
learning process.
Generally, teachers at this level are expected to: (i) display skills in planning,
implementing, managing and evaluating learning programs; (ii) actively engage in
collaborative learning with the professional community and other stakeholders for
mutual growth and advancement; and (iii) reflect on their practice to continually
consolidate the knowledge, skills and practices of career stage 1 teachers.
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers). This tool is for
Master Teacher I to Master Teacher IV. They are expected to be at the Highly Proficient
career stage, which means that they consistently display a high level of performance in
their teaching practice. Generally, Master Teacher I-IV are expected to: manifest an in-
depth and sophisticated understanding of the teaching and learning process; • have
high education-focused situation cognition, are more adept in problem solving and
optimize opportunities gained from experience; provide support and mentoring to
colleagues in their professional development, as well as work collaboratively with them
to enhance the potential for learning and practice of their colleagues; and • continually
seek to develop their professional knowledge and practice by reflecting on their own
needs and those of their colleagues and learners.
3. What are the parts of the RPMS Tools?
All RPMS Tools contain the following parts:

Job Summary. This part shows the position and the competency profile of
the ratee.
Qualification Standards. This part lists the Civil Service Commission (CSC)
requirements and other preferred requirements for the particular position.
Duties and Responsibilities. This section presents all the duties and responsibilities
of the teachers, which vary in complexity or expectation depending on the
teachers’ position or rank.
Key Result Areas. They refer to the general outputs or outcome–the mandate or the
functions of the office and/or the individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of the PPST –
a document that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning Environment
and Diversity of Learners, (3) Curriculum and Planning, (4) Assessment and
Reporting, and the (5) Plus Factor.
Objectives. They are specific tasks that an office and/or individual employee
needs to do to achieve the KRAs. In the RPMS Tools, teachers target thirteen
(13) objectives to realize the five (5) KRAs. These objectives are aligned with the
indicators of the Philippine Professional Standards for Teachers (PPST).
Means of Verification (MOV). The MOV column gives Ratees and Raters list of
documents that can prove the teachers’ attainment of objectives. They have
been judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in

assessing teacher performance.
MOV include classroom observation tool (COT) rating sheet and/or

interobserver agreement form; lesson plans/modified daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certificates of attendance to professional
development activities like graduate studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct of collaborative activities with
parents/colleagues/other stakeholders.
Performance Indicators. This part provides the exact quantification of objectives,

which shall serve as the assessment tool that gauges whether performance is
positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions of quality

and quantity given five performance levels: 5-Outstanding, 4-Very Satisfactory,
3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
4. What are the steps in the RPMS?
Refer to the Results-Based Performance Management System Manual for Teachers and
School Heads for your guide to using RPMS Toos for Teachers, from portfolio
preparation to assessment.

Recall your teaching practices and make a list of your strengths and
development needs.
Development Actions to be Resources

Strengths Timeline
Needs undertaken Needed
Provide appropriate objectives, activities, and outputs on the given KRAs

KRAs Objectives Activities Outputs/MOV
Classroom
management
Professional
Development
Community
KRAs Objectives Activities Outputs/MOV
Development
Write down performance indicators based on the identified objectives and KRAs.
KRAs Objectives Performance Indicators
Class management
Professional growth
and development
Community
development
Reflection
Reflect on the following questions.
1. Recall your experience on how you have accomplished your previous IPCRF and
learning activities and assessment. What insights have you learned from them?
2. Are there other interventions you need to continuously improve yourself? Cite
examples.
3. In a form of a journal, write your synthesis of learning gained from this lesson
and the points that challenge and inspire you as a newly hired teacher.
XI. SESSION 9: SALARIES, WAGES, AND BENEFITS OF
TEACHERS

Strand: Professional ethics
BTI 6.3.1 PTI 6.3.2

Be aware of existing laws and Regularly review personal teaching
regulations that apply to the teaching practice using existing laws and
profession, and be familiar with the regulations that apply to the teaching
responsibilities specified in the Code of profession and the responsibilities
Ethics for Professional Teachers. specified in the Code of Ethics for
Professional Teachers.
Objectives
a. Enumerate and explain the existing laws and regulations on the different
incentives, privileges, benefits, awards, and recognition for teachers.
b. Discuss how teachers can avail themselves of these benefits.
c. Reflect on the importance of the benefits being given to teachers.
Pre-Test
Directions: Encircle the letter of the best answer.
1. What is the program requiring newly hired teachers to read the series of
learning modules and do several activities?
A. orientation program C. in-service program
B. induction program D. professional program
2. What do you call to the “2 months’ summer vacation pay” being paid to
teachers?
A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay
3. What privilege is given to a pregnant, married or unmarried teacher?

A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among these teachers can avail of wedding anniversary leave?

A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2 months long vacation.
D. Only married teachers.
5. Which of the following benefits is not given annually?

A. Clothing Allowance
B. Step Increment
C. Cash gift of five thousand pesos
D. Performance Based Bonus
6. Which of the following is the primary basis for the computation of the retirement
benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. What government agencies take care of the social security protection of teachers
both public and private schools?
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher to avail study and
scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently
demonstrated ability and experience in the scholarship field.
D. Must have no pending application for scholarship or study
grant under another program.
10. What law allows the solo parent employee to avail parental leave where physical
presence is required?
A. Civil Service Commission Memorandum Circular No. 07, series 2004.
B. Civil Service Commission Memorandum Circular No. 08, series 2004.
C. Civil Service Commission Memorandum Circular No. 09, series 2004.
D. Civil Service Commission Memorandum Circular No. 10, series 2004.
Key Concepts and Vocabulary
1. Trainings
Teachers, when employed by the government, are provided incentives to develop and
harness their personal assets and potentials to enhance their skills, talents, and
values for better public service.
Examples of these incentives are trainings to which you may be sent. These trainings
can be either local or even abroad. The agency shall ensure that each teacher shall
undergo at least one planned training per year based from the training needs of
teachers’ survey conducted by the school head. These trainings include the following:
a. Induction program - program for newly hired teachers for them to develop
a sense of pride, belongingness, and commitment to public service.
b. Orientation program - activities and courses to inform new teachers about the
government programs, thrusts, and operations as well as duties,
responsibilities, benefits, and privileges.
c. Reorientation program - introduce new duties, responsibilities, policies

and programs to employees including teachers who have been in the service
for some time.
d. Professional, Technical, Scientific Program - trainings in specific areas to
enhance teachers’ skills and knowledge.
e. Career path program - a set of professional activities conducted to enhance
skills, capabilities, and maximize the professional growth and promotion in the
service of teachers. Enrolment in a graduate program is a career path teacher
may pursue.
2. Study Grants, Scholarships, Fellowships

Competitive or noncompetitive scholarship grants are also available to teachers in the
department, as well as study leave with pay both for local or foreign studies.
Scholarship Guidelines:
a. For local scholarships, one must be less than 50 years old; there is no age limit
for foreign scholarship unless otherwise specified by the donor country or
institution.
b. One must have taught for at least 2 years and must hold a regular
appointment.
c. One must be a college degree holder related to his or her field of study or has
sufficiently demonstrated ability and experience in the scholarship field.
d. One must have no pending application for scholarship or study grant
under another program.
e. One must ensure that the normal work is not hampered when availing the
scholarship grant.
f. A scholarship program with service contract will oblige you to render return
service for the privilege you earned before you can apply for another
scholarship.
g. Your selection as a scholar includes criteria on knowledge, potential training
needs, a very satisfactory performance rating in the previous years of service,
relevance of the training to the work, and number of training programs
attended (local and/or foreign).
Available scholarships:
a. Local Scholarship Program of the Civil Service Commission
This scholarship program is open to all government employees who want to pursue a
one-year master’s degree.
Criteria:
1. Must have passed the written and oral examinations of the admitting school.
2. Must be endorsed by the employing agency.
As an LSP scholar you may be allowed to study but at the same time report to
your school for duty provided your course is finished within the prescribed
time. If you will not be allowed to study on official time, you may go on official
vacation leave with pay, or leave without pay. This leave should not be more
than 1 year in case you have no more leave credits.
b. Scholarship as Provided in the Magna Carta for Public School

Teachers. This scholarship privilege is made available by the government through
the DepEd teachers who have served the public school for at least 7 years and need
time to complete a master’s degree. The guidelines are provided by the Civil Service
Commission and it can be enjoyed by teachers in any recognized schools.
Private organizations or other sponsoring agencies also offer scholarship grants with
specific guidelines, Memorandum of Agreement, and Scholarship Contract.
3. Leave Privileges of Teachers

Teaching is a full-time job. Teachers spend 8 hours a day in school or even more, often
bringing home some school work. If a teacher is poor in time management he/she may
get exhausted. Leave privileges are provided aside from the 2 months’ long vacation in
summer, based on the provisions of the DepEd 2002 Service Manual for Public School
Teachers.
The leave privileges available for public school teachers are leave of absence,
maternity leave, paternity leave, teacher’s leave, and special leave privileges as
stipulated in the Service Manual for Public School Teachers. For those teaching in the
private schools, these privileges are stipulated in their incentives and collective
bargaining agreements as provided by the Department of Labor.
Teachers who render work during the prescribed office hours and do not enjoy the 2
months’ summer vacation shall be entitled to 15 days’ vacation and 15 days sick leave
every year.
Only married pregnant women who are teaching and have rendered at least an
aggregate of 2 years of service are entitled to maternity leave of 60 calendar days with
full pay. You can avail yourself of this maternity leave even if the delivery or
miscarriage happens to fall during the 2 months long vacation. You can claim for both
the maternity benefits and the proportional vacation pay. However, the enjoyment of
maternity leave cannot be deferred. You should avail of it either before or after the
actual period of delivery in a continuous and uninterrupted manner, not exceeding 60
calendar days. You can avail of maternity leave in every instance of pregnancy
regardless of the frequency. If you are a qualified female teacher who has rendered
service for over a year but less than 2 years, you may avail yourself of the privilege but
the payment shall be computed in proportion to the length of service. You can be
entitled to 60 days’ leave but you will be paid only for the number of days based on the
ratio of 60 days to 2 years of service.
Only married male teachers are entitled to paternity leave of 7 days for the first 4
children regardless of whichever legal wife you have, gives birth. You cannot
accumulate nor convert to cash any paternity leave. Like the wife, it can be enjoyed by
the husband, before, during or after the childbirth or miscarriage of his legitimate
wife.
There are other two kinds of teachers’ leave. The study leave and the sick leave. If you
have rendered at least 7 years of continuous service, you are entitled to a study leave
with pay not exceeding 1 school year subject to the approval of the head of the office.
Sick leave with pay can be availed of by the teacher if such leave will be charged
against your accrued service credits. You earn service credits if you render services
during summer, Christmas vacation, or holidays as authorized by proper authorities.
The special leave privileges which can be enjoyed are funeral or mourning leave for a
nearest relative to include spouse, children, sibling, and parents; graduation leave for
spouse and children; enrolment leave, wedding anniversary leave, birthday,
hospitalization leave, accident leave, relocation leave, government transaction leave,
and calamity leave. However, you are not entitled to these leaves if you are enjoying
the 2-month long vacation. Being paid while on vacation is a privilege that teachers
enjoy besides the opportunities to grow in the profession through scholarships grants.
Parental leave is a leave benefit granted to solo parents to enable said parent to
perform parental duties and responsibilities where physical presence is required as
provided under Civil Service Commission Memorandum Circular No. 08, series 2004.
Parental leave of 7 days shall be granted to any solo parent employee subject to the
following conditions:
a. The solo parent must have rendered government service for a least 1
year, whether continuous or broken, reckoned at the time of the
effectivity of the law on 22 September 2002, regardless of the
employment status.
b. The parental leave shall be availed of every year and shall not be
convertible to cash. If not availed within the calendar year, said privilege
shall be forfeited within the same year.
c. The parental leave shall be availed of on a continuous or staggered
basis, subject to the approval of the administrator. In this regard, the
solo parent shall submit the application for parental leave at least 1
week prior to availing the solo parent leave, except on emergency cases.
d. The solo parent employee may avail of parental leave under any of the
following circumstances:
1. Attend to personal milestones of a child such as birthday,
communion, graduation, and other similar events;
2. Perform parental obligations such as enrollment and attendance in
school programs, PTA meetings, and the like;
3. Attend to medical social, spiritual, and recreational needs of the
child; Other similar circumstances necessary in the performance of
parental duties and responsibilities, where physical presence of the
parent is required.
4. The head of agency/office concerned may determine whether granting of
parental leave is proper or may conduct the necessary investigation to
ascertain if grounds for termination and withdrawal of the privilege
exist.
4. Entitlements/Benefits for Teachers
The tables below illustrate in detail the on top benefits of

teachers aside from their compensation or salaries.
a. Disability Benefits
There are three types of benefits for public school teachers: permanent total
disability, permanent partial disability, and temporary total disability. Similar
benefits are also provided for the private school teachers.
i. Permanent Total Disability - If you are in active service at the time of
disability or has been separated from service but have paid 36 monthly
contributions to GSIS within the last 5 years immediately following the
disability or you have paid a total of at least 180 monthly contributions,
you are entitled to disability benefits. Your benefit is in the form of a
monthly income for life. This is equivalent to the basic monthly pension
plus a cash payment equivalent to 18 times your basic monthly pension
effective the date of your disability.
ii. Permanent Partial Disability - If you are in service at the time of
disability or is separated from service but have paid 36 monthly
contributions within the last 5 years immediately preceding the
disability or have paid a total of at least 180 monthly contributions, you
are eligible for permanent partial disability benefits in the form of cash
payment.
iii. Temporary Total Disability - If you are in active service at the time of
your disability and you have exhausted your sick leave credits or if you
are separated but have rendered at least 3 years of service and have
paid at least 6 monthly contributions in the 12-month period
immediately following the disability, you may be entitled to benefits.
The temporary disability however, must not be due to your grave
misconduct, notorious negligence, habitual intoxication or willful
intention to kill yourself or another.
b. Medical Care
Public and private school teachers are entitled to medical care benefits from the
Philippine Health Insurance (Phil Health). These benefits include hospitalization
and other medical services as stipulated by the Medicare law. As a member,
must have paid at least 3 monthly contributions during the 6-month period prior
to the month of availment.
c. Other Benefits
Aside from the many benefits mentioned earlier, there are other benefits which
are provided by specific laws and circulars of appropriate governmental agencies.
The same may have been provided by the private sector. These other benefits
include the following:
i. One salary grade increase on retirement as provided by R.A. 4670.
When you retire, you will be given the corresponding step of the next
higher range, which shall be the basis of the computation of both the
lump sum and the monthly benefits you will receive.
ii. You will have salary adjustments based on approved record form of
Teachers Appropriation provided annually in GAA (Circular Letter No.
84-4, May 30, 1984)
iii. Step increment- If you are a deserving teacher based on merits and
length of service you will be given step increment. An appropriation is
provided annually in the GAA. Sec. 13 of R.A. 6758 and joint CSC
and DBM Cir. No. 1, s. 1990 provides the guideline for such benefit.
iv. Provident fund for DepED personnel including teachers. A provident
fund provides loans for emergency needs like tuition fees of your
children, expenses of your immediate dependent and for similar
purposes.
v. Shelter Program for Teachers-Teachers need decent and affordable
housing. Housing loans are available from GSIS, the PAG-IBIG Fund
and Home Mortgage Finance Corporation.
vi. Automatic Upgrading of Positions for Eligible Public School
Teachers through Equivalent Records Form (ERFs) Scheme. Automatic
position upgrading is granted to Teachers I who have rendered 20
years or more of satisfactory teaching service without the need for
filling an application for ERF upgrading.

Reflect on the following statements and write your impressions.
1. Teachers employed by the government are provided incentives to develop and hone
their potentials, and values for better public service.
2. Induction programs are activities to update newly-hired teachers about the government
thrusts, operations, duties, responsibilities, benefits, and privileges.
3. A scholarship program service contract will oblige you to render return service for the
privilege you earned before you can apply for another scholarship.
4. A local scholarship program may be allowed to teachers who may at the same time
report to school provided the degree or course is finished within the prescribed period.
However, if teachers will not be allowed to study on official time, they may go on official
vacation leave with pay, or leave without pay. This leave should not be more than 1 year in
case there are not enough leave credits.
5. A graduate program is a career path teachers may pursue to enhance and maximize
professional growth and for promotion in the department.
Complete the table by providing data
Are you State the said Is it

entitled with provision as reasonably
Leave Privileges
this leave? stated in the lawful?
(Yes or No) law Explain.
1. Maternity Leave
2. Paternity Leave
3. Study Leave
4. Sick leave
5. Vacation leave
6. Parental Leave
Reflection
“I AM VALUED AND REWARDED”
Write insights gained and perceived on teacher’s entitlements benefits, rewards, and
recognition.
Post-Test
Direction: Encircle the letter of the best answer.
1. What is the program requiring a newly hired teachers to read series of

learning modules and do several activities?
A. orientation program C. in-service program
B. induction program D. professional program
2. The so-called “2 months’ summer vacation pay” paid to teachers?

A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay
3. A privilege that a pregnant teacher, married and / or unmarried

is entitled to is called
A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among of these teachers can avail the wedding anniversary leave?
A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2-months long vacation.
D. Only married teachers.
5. Which of these benefits teachers cannot enjoy annually?

A. Clothing Allowance.
B. Step Increment.
C. Cash gift of P5,000.00.
D. Performance-Based Bonus
6. Which of the following is the primary basis for the computation of the
retirement benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. The agencies that take care of the social security protection of teachers
both public and private schools are
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher in availing

themselves of study and scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently
demonstrated ability and experience in the scholarship field.
D. Must have no pending application for scholarship or study grant
under another program.
1
10. What law allows the solo parent employees to avail parental leave where
his or her physical presence is required?
A. Civil Service Commission Memorandum Circular No. 07,
series 2004.
B. Civil Service Commission Memorandum Circular No. 08,
series 2004.
C. Civil Service Commission Memorandum Circular No. 09, series
2004.
D. Civil Service Commission Memorandum Circular No. 10,
series 2004.
REFERENCES:
Briones, Leonor M. 2016. Declaration of Vision and Agenda for Education.

Business Dictionary. http://www.businessdictionary.com/definition/strategic-direction.html
Butisingh, R. 2007. Teaching is a Vocation. www.randallbutisingh.wordpress.com
Board for Professional Teachers, Professional Regulation Commission. 1997. Code of
Professional Ethics for Professional Teachers. Resolution No. 435, s. 1997. Manila.
Calderhead. 1992. The personal dimension of teaching. The reflective dimension.
Civil Service Commission. 2004. Guidelines on the Grant of Parental Leave to Solo Parent.
CSC Memorandum Circular No. 8, s. 2004. March 24.
Deakin College. https://www.deakincollege.edu.au/
Department of Education. 2017. National Adoptiona and Implementation of the Philippine
Professional Standards for Teachers. Dep Ed Order No. 42, s. 2017. Manila.
———. 2000. DECS Service Manual. Pasig City.
———. 2002. Establishing the Program on Awards and Incentives For Service Excellence
(PRAISE) in the Department of Education. DepEd Order No. 9 s. 2002. Manila.
———. 2003. DepEd Order No. 1, s. 2003
———. 2011. Guidelines for Reclassification. DepEd Order No. 97, s. 2011. Manila.
———. 2015. New Organizational Structures of the Central, Regional, and Schools Division
Offices of the Department of Education. DepEd Order No. 52, s. 2015. October 30. Manila.
———. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education
Program. DepEd Order No. 8, s. 2015. Manila.
———. 2016. Guidelines on the Organizational Structures and Staffing Pattern of Stand-Alone
and Integrated Public Senior High Schools (SHS). DepEd Order No. 19, s. 2016. April 6
Manila.
———. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila
———. 2016. Implementation of the First Tranche Compensation Adjustment for Civilian
Personnel and Military and Uniformed Personnel and Military and Uniformed Personnel in
the National Government. DepEd Order No. 12, s. 2016. Manila
———. 2016. Hiring Guidelines for Senior High School Teaching Positions Effective School Year
2016–2017. DepEd Order No. 3, s. 2016. Manila.
———. 1997. Guideline in the Implementation of the Benefits Arising from a One (1) Salary
Grade Increase for Retiring Public School Teachers Pursuant to RA 4670. DepEd Order No.
48, s. 1997. Manila.
———.2015. Hiring Guidelines for Teacher I Positions Effective SY 2015–2017. DepEd Order No.
7, s. 2015. Manila.
———. 2015. Guidelines on the Establishment and Implementation of the Results-Based
Performance Management System (RPMS) in the Department Of Education. DepEd Order No. 2,
s. 2015. Manila.
———. 2015. Guidelines for Work Immersion. DepEd Order No. 30, s 2015. Manila.
———. 2014. Roles and Responsibilities of the Indigenous Peoples Education Focal Persons at
the Regional and Schools Division Levels. DepEd Memorandum No. 33, s. 2014. Manila.
Government of the Philippines, Philippine Regulation Commission. 2017. Operational Guidelines
in the implementation of RA 10912 otherwise known as “Continuing Professional
Development (CPD) Act of 2016” for Professional Teachers. PRC Resolution No. 11, Series
2017. Manila.
Government of the Philippines. 1994. Philippine Teachers Professionalization Act of 1994.
Republic Act 7836. Manila.
Government of the Philippines. 2000. An Act Providing for Benefits and Privileges to Solo
Parents and their Children, Appropriating Funds Thereof and For Other Purposes.
Republic Act No. 8972. Manila.
Government of the Philippines. 2001. An Act Instituting a Framework 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 .
Manila. Republic Act No. 9155. Manila.
http://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Government of the Philippines. 2001. Governance of Basic Education Act of 2001. Republic Act
No. 9155. Manila.
Government of the Philippines. An Act Mandating the Continuing Professional Development
Program for All Regulated Professions, Creating the Continuing Professional Development
Council, and Appropriating Funds Therefor, and for Other Related Purposes. Republic Act
No. 10912. Manila.
Government of the Philippines. Magna Carta for Public School Teachers. Republic Act 4670.
Manila.
Government of the Philippines. Republic Act 9155 (RA 9155) Handbook, Section 2. Manila.
http://www.gov.ph/2001/08/11/republic-act-no-9155/
Government of the Philippines. Department of Education. 2010. Master plan for professional
development for regions and divisions guide and tools. Manila.
———. 2012. Executive Order No. 2012. Modifying the Salary for Civilian Government Personnel
and Authorizing the Grant of Additional Benefits for Both Civilian and Military and
Uniformed Personnel. Manila.
———. http://www.deped.gov.ph/history
———. http://www.deped.gov.ph/mandate
———. Old Teacher Induction Program Module 4. Manila.
———. Results-Based Management System.
HTTPS://WWW.YOUTUBE.COM/WATCH?V=9KNDK6FGGE0 NOV 22, 2015 - UPLOADED BY DEPED
PHILIPPINES
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of Education. Manila.
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2018

iii | P a g e Teacher Induction Program (Version

We are pleased to have you as a member of the family.

We invite you to take time to read through the Department of Education

As you go through the different sessions, consider the following as your

1|Page Teacher Induction Program

Beginning Teacher Proficient Teacher

Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching

BTI 7.1.1 PTI 7.1.2

a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic

1|Page Teacher Induction Program (Version 1.0)

Strategic Direction a course of action that leads to the

What is the DepED Mandate?

1. The DepEd Mandate

4. The Department of Education (DepEd) formulates, implements, and

What does the DepEd Vision mean?

“We dream of Filipinos who passionately love their country …”

By envisioning, we begin to fulfill our mandate and responsibilities as a teacher

We can do two things:

…and contribute meaningfully to building the nation…

Because as a learner-centered institution we want them to know how to improve

As stated in our mandate, the Department of Education (DepEd), “shall protect

…the Department of Education continuously improves itself……to better serve its

What is the DepED Mission

1. The Strategic Plan of the Department of Education (DepEd) 1 provides that by

1. In what specific ways can you contribute to the attainment of the

Implementation of policies, plans, programs and projects in:

Formal Basic Education:

Alternative Learning System:

2. What can you do as a beginning teacher to:

promote quality education?

make education accessible to all?

3. Answer the following questions based on the readings above:

As a teacher, how do you encourage your students:

to apply the competencies prescribed in the curriculum?

to reflect and evaluate their home- and culture-based values?

Which among your specific roles/functions as a teacher can signify your

What can you do to better serve the learners in relation to learner-centered

4. Students learn in a child-friendly, gender sensitive, safe, and motivating

What can you contribute to ensure a child-friendly, gender-sensitive, safe, and

How do you address the uniqueness of each learner?

What are some ways to develop lifelong-learners?

Make a vision board based on the following question:

How do you see your learners 10 years from now?

8. What strategies do you intend to apply a learner-centered philosophy to

10. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic

My personal vision DepED Vision Re-aligned personal

11. Vision Attainment

3. What is the impact of the Department Mandate, VMV and Strategic

5. How can you contribute to improve quality and relevance in education?

Tell whether the following statements are relating to:

Write the letter on the space provided before each number.

1. Engage oneself in worthwhile spiritual activities.

Domain: Community Linkages and Professional Engagement

BTI: 6.4.1 PTI: 6.4.2

a. Know and understand the DepEd organizational structure;

c. Show proofs of compliance to school policies and procedures intended to

Assistant Secretary, Bureau Director, Secretary, Undersecretary