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The DepEd Teacher

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Name of Newly-hired Teacher: Input your answer here.

Name of Mentor: Input your answer here.

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The Teacher Induction Program

Introduction
The Teacher Induction Program (TIP) is institutionalized to provide a systematic and comprehensive support system for the newly hired teachers in order to seamlessly
immerse them in the teaching profession in the public school system.

At the end of the TIP, new teachers are expected to:

● demonstrate knowledge and understanding of the Department of Education— its vision, mission, goals and strategic directions; systems and processes; school
policies and procedures— and teacher rights and responsibilities;
● articulate and apply knowledge, skills, attitude, and values (KSAVs) required of teachers as specified in the Philippine Professional Standards for Teachers (PPST)
and DepEd Core Values; and
● improve practice towards career advancement based on set professional development goals.

The program is for All newly-hired teachers in DepEd. Profile of these new teachers is as follows:
1. Fresh graduates from teacher education institutions (TEIs)
2. Past education graduates without teaching experience
3. Non-education graduates and/or professionals
4. Non-education graduates who took the Certification in Teaching Program (CTP)
5. Teachers from private schools
6. Other cases (such as those who have worked for DepEd offices and is now shifting to teaching, teachers who have applied for a leave of absence but would like
to return to teaching, etc.)

Framework
The TIP framework (see Figure 1) is comprised of three components:
● The ‘Curriculum’ inducts teachers into DepEd, builds their KSAVs and supports career advancement.
● The ‘Delivery’ provides teachers with multi-modal delivery platform that supports the curriculum.
● The ‘Ecosystem’ enables harmonized and dynamic cooperation within linkages and resources.

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Figure 1 TIP Framework

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The TIP components are elaborated below:

1. The curriculum supports induction and career advancement of teachers through PPST-aligned courses that:
● Promote contextualized and responsive understanding of the PPST
● Support the principles of inclusive education and self-directed learning
● Utilize scenario-based approach towards a more meaningful completion of the TIP courses
2. The delivery help teachers towards building a community of practice via self-directed, participatory, and multiple modalities. Among the learning platforms are:
● Learning Action Cells (LAC);
● Job-embedded Learning (JEL);
● Online and print-based learning;
● Coaching and mentoring; and
● Teacher conferences.
3. The ecosystem facilitates an integrative and harmonized professional learning ecosystem for the induction of newly-hired teachers.
● Strengthened linkages and harmonized resources
● Dynamic professional learning

Curriculum Approach and Course Offering

The TIP makes use of the scenario-based approach which:
● Promotes contextualized understanding of the PPST
● Supports the principles of adult learning
● Facilitates problem-based learning
● Facilitates practical classroom application

The TIP has 6 courses which support all newly-hired teachers to become more familiar with:
• relevant laws, DepEd vision, mission and core values, organizational structure
• DepEd calendar, administrative guidelines, processes, routines, lesson planning, classroom management and standardized forms
• expected teacher practice based on the PPST and PPST-aligned systems and tools
• implementation of the K to 12 curriculum
• professional engagement with the wider education community
• practices towards teacher well-being, guidelines, processes and required levels of practice for career progression
These courses will be available both in print and online versions (through a Learning Management System and/or Mobile Application possibly in the next school year
implementation) to provide a range of learning opportunities that will match with the available resources

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TIP Course Outline and Learning Outcomes

Time Allotment Courses Intended Course Learning Outcomes

8 hrs Course 1: The DepEd Teacher Through this course, inductees should be able to:
over a period of 1. adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities
2 months This course will help you align review aligned with DepEd’s vision, mission, core values, and strategic directions (7.2.2)
and align your personal philosophy of 2. understand how the different offices and bureaus work to support DepEd in accomplishing its
teaching with DepEd’s vision, mission, vision and mission
core values, and strategic directions. It 3. review personal teaching practice using relevant laws and regulations that apply to the
will introduce you to the Department teaching profession (6.3.2)
of Education and its organizational 4. understand the details of teachers’ salaries, incentives, and other benefits
structures, including the specific roles
of the different bureaus, offices and
units. You will also know more about
relevant laws and administrative
processes surrounding teachers’ roles,
responsibilities, and rights. Lastly, you
will also be oriented on the salaries,
incentives and other benefits of DepEd
teachers.

1 hr Module 1 – DepEd’s Mandate, Vision, Module Outcomes Mapping to ICLOs and PPST
Mission. Core Values and Strategic Through this module, inductees should be able to:
Direction
1. demonstrate understanding of the DepEd's
Session 1 - DepEd’s Mandate Mandate and Strategic Directions; and
Session 2 - Vision, Mission and Core 2. adopt practices that uphold the dignity of ICLO 1
Values  teaching as a profession by exhibiting
Session 3 - Strategic Directions qualities such as caring attitude, respect and
integrity aligned with the DepEd's Vision,
Mission, and Core Values (7.1.2, 7.2.2) 7.2.2 Adopt practices that uphold the dignity
of teaching as a profession by exhibiting
qualities such as caring attitude, respect and

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integrity.
2.5 hrs Module 2 – DepEd Organizational Through this module, inductees should be able to:
Structure and Processes (DepEd
Bureaus and Attached Agencies) 1.
2. discuss how DepEd’s organizational
Session 1: The DepEd Rationalization structures and processes work.
Program
Session 2: DepEd Organizational 3. address concerns and respond to scenarios ICLO 4
Structures (Central, Regional, and in the field using knowledge of the existing
Division Offices) laws and regulations on DepEd
Session 3: The School Structure organizational structure and processes

3hrs Module 3 – Relevant Laws for Teachers Through this module, inductees should be able to: ICLO 1,2,3,4

Session 1: Magna Carta for Public 1. cite specific provisions in the laws that are
School Teachers applicable to specific scenarios in the field; 7.2.2 Adopt practices that uphold the dignity
Session 2: Code of Ethics for of teaching as a profession by exhibiting
Professional Teachers in the qualities such as caring attitude, respect and
Philippines integrity.
Session 3: The Governance of Basic 2. identify practices that uphold the dignity of
Education Act of 2001 (RA 9155) teaching as a profession; 6.3.2 Review regularly personal teaching
Session 4: The Child and Anti-bullying practice using existing laws and regulations
Policies that apply to the teaching profession and the
responsibilities specified in the Code of Ethics
for Professional Teachers.

2.1.2 Establish safe and secure learning

3. develop scenarios that promote fairness, environments to enhance learning through
respect and care; and the consistent implementation of policies,
4. appropriately respond to scenarios in the guidelines and procedures.
field dealing with education stakeholders.

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1.5 hrs Module 4 – Salaries, Wages, and Through this module, inductees should be able to:
Benefits of Teachers
1. be aware of existing laws and regulations
Session 1: Teachers’ Salary and Wages that apply to the teaching profession, and be
Session 2: Compensation of Teachers familiar with the responsibilities specified in
Session 3: Teachers’ Leave the Code of Ethics for Professional Teachers.
Session 4: Other Benefits (6.3.1) and ICLO 4
2. regularly review personal teaching practice
using existing laws and regulations that
apply to the teaching profession and the
responsibilities specified in the Code of
Ethics for Professional Teachers. (6.3.2)

5hrs Course 2: Gearing up for the School Through this course, inductees should be able to:
over a period of Year 1. establish safe and secure learning environments through the implementation of DepEd and
2 months school policies, guidelines and procedures on the preparation, start, and daily management of
This course gives teachers a glimpse of classes (2.1.2)
what a teacher’s school year is like. It 2. plan and manage administrative, teaching and learning processes through efficient lesson
helps them be more accustomed to the planning and accomplishment of school forms; and compliance with DepEd’s policy and
daily life of a DepEd teacher. It guidelines on lesson preparation (4.1.2)
introduces inductees to the guidelines, 3. manage learner behavior constructively by applying positive and non-violent discipline (2.6.2)
processes, and standardized forms to
help them easily adjust to their new
work environment. Tips on lesson
planning and classroom management
which, based on research, are common
concerns/challenges of inductees, shall
be covered.

Key topics: DepEd calendar,

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administrative guidelines, processes,

routines, lesson planning, classroom
management and standardized forms
1.5 hours Module 1 - The School Year at A Glance Module Outcomes Mapping to ICLOs and PPST
Through this module, inductees should be able to: ICLO 1
Session 1 - The DepEd School Calendar
Session 2 - Pre-opening of Classes 1. establish safe and secure learning 2.1.2 Establish safe and secure learning
Preparation environments at the opening and first weeks environments to enhance learning through
Session 3 - What to Do on the First Day of classes through the implementation of the consistent implementation of policies,
of Classes DepEd and school policies, guidelines and guidelines and procedures.
Session 4 - Being a Classroom Adviser procedures

1.5 hrs Module 2 – Preparing Lesson Through this module, inductees should be able to: ICLO 2
Plans/Daily Lesson Logs
1. plan and manage .teaching and learning
Session 1 - Curriculum and Instruction processes to meet DepEd’s policy and 4.1.2 Plan, manage and implement
Alignment guidelines on lesson preparation developmentally sequenced teaching and
Session 2 - Parts of the Lesson Plan learning processes to meet curriculum
Session 3 - Nature and Purpose of requirements and varied teaching contexts.
Lesson Planning

1 hr Module 3 – Classroom Management Through this module, inductees should be able to: ICLO 3
(Physical and Virtual Spaces)
1. manage learner behavior constructively by
applying positive and non-violent discipline 2.6.2 Manage learner behavior constructively
Session 1: Classroom Discipline to maintain trust and fairness in the by applying positive and non-violent discipline
Session 2: Motivating the Students classroom; to ensure learning- focused environments.
Session 3: Connecting/Building Good 2. Identify basic concepts related to classroom
Relationship with Learners management and positive discipline;
Session 4: Maintaining Trust and 3. determine actions in building good

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Fairness in the Classroom relationships with the learners; and

4. apply positive and non-violent discipline to
ensure learning- focused environments.

1 hr Module 4 – Common/Standardized Through this module, inductees should be able to:

School Forms 1. plan and manage administrative processes
through efficient accomplishment of the
Session 1: On the Adoption of School standardized school form; ICLO 2
Forms and Standardization of 2. become familiar with the preparation and
Permanent Records  checking of school forms; 
Session 2: On the Preparation and 3. demonstrate knowledge of providing timely,
Checking of School Forms accurate and constructive feedback using
the different school forms; and
4. efficiently accomplish the standardized
school forms.
6hrs Course 3: The Philippine Professional Through this course, inductees should be able to:
over a period of Standards for Teachers and its 1. set professional development goals based on the Philippine Professional Standards for
1 month Aligned Systems and Tools Teachers by having a clear understanding of the standards and its aligned systems and tools
(7.5.2)
This course helps inductees to 2. develop a deeper understanding of the expectations from teachers as described in the PPST
become familiar with the PPST as the 3. use PPST-aligned tools in developing their teaching practices as defined by the PPST
new framework towards teacher
quality. It supports them to understand
the expectations from teachers and
how DepEd’s systems and tools are
aligned with the standards in order to
help teachers seamlessly align their
practices with the PPST.

Key Topics: expected teacher practice

based on the PPST and PPST-aligned
systems and tools
2hrs Module 1 – Expectations from Module Outcomes Mapping to ICLOs and PPST

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Teachers as described in the PPST Through this module, inductees should be able to:

Session 1: The Philippine Professional 1. identify and navigate through the salient
Standards for Teachers features of the PPST (Domains, Strands,
Session 2: Career Stages  Indicators and Career Stages). ICLO 2
Session 3: The PPST Domains, Strands 2. develop a deeper understanding of
and Indicators expectations of teachers as described in with
the PPST.

2hr Module 2 – Overview of PPST-aligned Through this module, inductees should be able to: ICLO 1 and 2
HR Systems 1. set professional goals that are aligned with
the PPST    7.5.2 Set professional development goals
Session 1: Understanding the Big 2. develop one’s own personal professional based on the Philippine Professional
Picture:  The PPST and DepEd’s Human improvement plan that will support one’s Standards for Teachers.
Resource (HR) Systems career goals.
Session 2: The PPST, RSP and the Merit 3. share own reflections with peers on
Selection Plan (MSP) of DepEd:  Why it desirable personal and professional
Matters to Me? practices that are geared towards higher
Session 3: The Strategic Alignment of level practice/indicators
the RPMS with the PPST 
Session 4: Understanding the Role of
RPMS-PPST in Teachers’ Learning and
Development
Session 5:  The Rewards and
Recognition (R&R) in the Context of
RPMS-PPST

2hrs Module 3 – The Results-based Through this module, inductees should be able to:
Performance Management System 1. Explore and become familiar with the RPMS
(RPMS) cycle, and PPST-based RPMS tools and
processes
Session 1: The Results-based 2. Use PPST-aligned tools in developing your

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Performance Management System teaching practices as defined by the ICLO 3

(RPMS) of DepEd standards
Session 2: The PPST-aligned RPMS 3. Use PPST-aligned tools to monitor your own
Session 3: The RPMS Cycle progress towards achieving your
Session 4: The PPST-based RPMS Tools professional development goals
and Processes 4. Develop lesson plans as quality evidence for
Session 5: Developing Lesson Plans as RPMS
Quality Evidence for RPMS

4hrs Course 4: Translating the Curriculum Through this course, inductees should be able to:
over a period of into Classroom Practice 1. comply with the policy guidelines in the implementation of the K to 12 curriculum
3 months 2. plan, manage and implement developmentally sequenced teaching and learning process
This course capacitates teachers on aligned with the K to 12 curriculum and DepEd performance management system (4.1.2)
how to plan and develop lessons 3. set achievable and appropriate learning outcomes that are aligned with learning
aligned with the K to 12 curriculum. It competencies as specified in the K to 12 curriculum guide/s (4.2.2)
guides them on how to use the 4. select, develop, organize and use appropriate teaching and learning resources to address
curriculum guide and apply skills in learning goals (4.5.2)
curriculum and planning. This course
includes discussion on exemplars and
how to prepare lesson plans that
explicitly show evidence of quality
practice as means of verification (MOV)
in the RPMS.

Key topic: K to 12 curriculum

1hr Module 1 – The K to 12 Curriculum Module Outcomes Mapping to ICLOs and PPST
Through this module, inductees should be able to:
Session 1: Legal Bases 1. understand the legal bases of the K to 12
Session 2: Salient Features curriculum
Session 3: Conceptual Framework 2. comply with the policy guidelines in the
implementation of the K to 12 curriculum
through a deeper understanding of its ICLO 1

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mandate, salient features, and conceptual

framework.
3. examine different conceptual frameworks
within the K to 12 curriculum to have a full
understanding of the principles of each
subject area.
2hrs Module 2 – The K to 12 Curriculum Through this module, inductees should be able to: ICLO 2 and 3
Guides
1. plan developmentally sequenced teaching
Session 1: Parts/Features of the and learning process using the K to 12 4.1.2 Plan, manage and implement
Curriculum Guide  curriculum guides developmentally sequenced teaching and
Session 2: Using the Curriculum Guide learning process to meet curriculum
in Preparing DLP/Lesson Plan requirements and varied teaching contexts.

2. set learning outcomes that are aligned with 4.2.2 Set achievable and appropriate learning
learning competencies in the K to 12 outcomes that are aligned with learning
curriculum guide/s competencies.
1hr Module 3 – Implementing Learning Through this module, inductees should be able to: ICLO 4, 5 and 6
Plans and Enriching Teaching Practice
4.5.2 Select, develop, organize and use
Session 1: Coping with Disruptions appropriate teaching and learning resources,
Session 2: Balance between meeting 1. select, develop, organize and use including ICT, to address learning goals.
curriculum requirements and the appropriate teaching and learning resources
needs of the students to address learning goals responsive to the
Session 3: Selecting, developing, needs of learners
organizing, and using appropriate
learning resources
Session 4: Enriching Lesson Preparation
and Teaching Practices
4hrs Course 5: Responding to Community Through this course, inductees should be able to:
over a period of Contexts
1 month 1. build relationships with parents/guardians and the wider school community to engage them
This course guides teachers towards in the educative process (6.2.2)

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building relationships with the wider 2. maintain learning environments that are responsive to learners’ needs based on the wider
school community in order to facilitate school community contexts (6.1.2)
their involvement in the educative 3. comply with and implement school policies and procedures to foster harmonious
process. It helps teachers better relationships with learners, parents, and other stakeholders (6.4.2)
understand the school community’s 4. plan and deliver teaching strategies that are responsive to the needs of learners as influenced
context in order to better contextualize by the community context and could put them under difficult circumstances (3.4.2)
their teaching and learning practices. 5. adapt and use culturally appropriate teaching strategies to address the needs of learners from
specific community contexts, including learners from indigenous groups (3.5.2)
Key topic: the wider school
community, contextualization,
localization
2hrs Module 1 – Building Relationships with Module Outcomes Mapping to ICLOs and PPST
the Wider School Community Through this module, inductees should be able to: ICLO 1 and 2

Session 1 Community as a Resource in 1. build relationships with parents/guardians

the Teaching-Learning Process and the wider school community to make 6.2.2 Build relationships with
Session 2 The School and Community them partners in student learning and as parents/guardians and the wider school
Relationships resource in the teaching-learning process community to facilitate involvement in the
Session 3 Strengthening and Sustaining educative process.
Good Relationships with the Parents/ 2. maintain learning environments that are
Guardians and the Wider Community responsive to learners’ needs by engaging
parents and the wider school community in
the educative process 6.1.2 Maintain learning environments that are
responsive to community contexts.
3. comply with and implement school policies
and procedures to foster harmonious
relationships with learners, parents, and
other stakeholders.
6.4.2 Comply with and implement school
policies and procedures consistently to foster
harmonious relationships with learners,
parents, and other stakeholders.

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2hrs Module 2 – Teaching with the Context Through this module, inductees should be able to: ICLO 3 and 4
in Mind
1. plan and deliver contextualized/localized/ 3.4.2 Plan and deliver teaching strategies that
Session 1: Legal Anchors of indigenized teaching strategies that are are responsive to the special educational
Contextualization responsive to the needs of learners as needs of learners in difficult circumstances,
Session 2: Teaching Contextually influenced by the community context and including: geographic isolation; chronic illness;
Session 3: The REACT Strategy could put them under difficult displacement due to armed conflict, urban
circumstances, including geographic resettlement or disasters; child abuse and
isolation; chronic illness; displacement due child labor practices.
to armed conflict, urban resettlement or
disasters; child abuse and child labor
practices. 3.5.2 Adapt and use culturally appropriate
teaching strategies to address the needs of
2. adapt and use culturally appropriate learners from indigenous groups.
teaching strategies to address the needs of
learners from specific community contexts,
including learners from indigenous groups,
through contextualization, localization,
and/or indigenization

5hrs Course 6: Teachers’ Professional and Through this course, inductees should be able to:
over a period of Personal Development 1. be familiar, and eventually comply with the guidelines on continuing professional
2 months development, career progression and promotion
This course emphasizes the value of 2. participate in professional networks to share knowledge and to enhance practice towards
teachers’ professional and personal continuing professional development (7.3.2)
development. It presents the 3. adopt practices that uphold the dignity of teaching as a profession through professional and
department’s provisions that help personal development (7.2.2)
teachers realize the importance of
participating in professional networks
to share and enhance knowledge and
practices. It discusses opportunities for
inductees to establish professional

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links and ways for them to maintain

their well-being.

Key topics: practices towards teacher

well-being, guidelines, processes and
required levels of practice for career
progression
1hr Module 1 – Continuing Professional Module Outcomes Mapping to ICLOs and PPST
Development Through this module, inductees should be able to:

Session 1: Republic Act 10912: 1. be familiar, and eventually comply with the
Continuing Professional Development guidelines on Continuing Professional ICLO 1
(CPD) Act of 2016 Development, career progression and
Session 2: Resolution No. 11, s. 2017: promotion;
Operational Guidelines in the 2. assess one’s credential and practice in view
Implementation of RA 10912 for of the CPD requirements; and
Professional Teachers 3. craft a Professional Development Plan based
on learning needs.

1hrs Module 2 – Policies on Promotion and Through this module, inductees should be able to: ICLO 1 and 2
Opportunities for Progression
1. be familiar, and eventually comply with the
Session 1: DepEd Order No. 66, s. 2007: guidelines on continuing professional 7.3.2 Participate in professional networks to
Revised Guidelines on the development, career progression and share knowledge and to enhance practice.
Appointment and Promotion of other promotion;
Teaching, Related Teaching and Non- 2. participate in professional networks to share
teaching Positions knowledge and to enhance practice towards
Session 2: Scholarships continuing professional development; and
Session 3: Professional Associations for 3. adopt practices that uphold the dignity of
Teachers teaching as a profession through
professional and personal development.

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7.2.2 Adopt practices that uphold the dignity

of teaching as a profession by exhibiting
qualities such as caring attitude, respect and
integrity

2hrs Module 3 – Personal Development and Through this module, inductees should be able to: ICLO 3
Well-being
a. Health and Wellness 1. adopt practices that uphold the dignity of 7.2.2 Adopt practices that uphold the dignity
i. Physical Health teaching as a profession by prioritizing one’s of teaching as a profession by exhibiting
ii. Psychological Health well-being and personal development qualities such as caring attitude, respect and
iii. Mental Health integrity
iv. Social Health
b. Financial Literacy
i. Financial practices and
habits
ii. Budgeting and
financial success
iii. Healthy practices
1hr Module 4 – Developing a Personal Through this module, inductees should be able to:
Professional Improvement Plan
1. develop a personal professional ICLO 1
improvement plan based on reflection of
one’s practice and ongoing professional
learning, specifically after taking the core
courses in the TIP

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Field Implementation and In-school Mentoring Systems

In order to ensure that the field will be able to efficiently adopt and adapt to the system, TIP’s field implementation and in-school mentoring systems shall be guided by the
following implementation standards:
Orientation Description

has complete learning resource packages (LRPs) with standard and contextualized Use of Recognized Best Practice
content for TIP orientations of field implementers in the RO and SDO, and school
heads and teachers in schools

ensures that all TIP implementers and new teachers are oriented about the Orientation and Materials to help the TIP implementers
program

Progress Monitoring and Gateway Assessment Description

has a defined set of required TIP portfolio outputs harmonized with IPCR MOVs Mechanisms to determine whether the Objectives/ ILOs have been met
and other HR systems

caters to the individual competency needs of the teacher Acknowledges different levels of competencies depending on the profile of
new teachers

meets the varying needs and schedules of new teachers, mentors, and school Use of Principles of Adult Learning
leaders

has quality-assured self-paced modules/sessions with CPD and PD units CPD and PD units aligned with NEAP and CSC guidelines (to be addressed
soon)

is enriched in a professional learning community (School Learning Action Cell) System and mechanisms to highlight the role of SLACs

In-school Mentoring Description

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has clear mentorship framework/standards and mentor selection process and Credentials/Expertise of Resource Person/s and Certified Learning
criteria Facilitator/s

ensures the conduct of initial and ongoing professional development of mentors System and mechanisms to help mentors provide technical assistance and
with CPD and PD units support to new teachers

Learning Resource Packages (LRPs)

The Learning Resources Packages shall include materials specific for the implementers, mentors and inductees. These will guide them towards the implementation and
monitoring of the program.

The LRPs shall include:

a. Coursebooks for the Inductees (available in print and soon via online platform with a combination of different modalities such as job-embedded learning
(JEL), Learning Action Cells (LAC), one-on-one coaching and mentoring, online learning and sharing with co-inductees and self-paced study)
b. Slide presentations for TIP implementers, inductees, mentors and facilitators for the orientation and professional development workshops
c. Tools and forms for the monitoring and evaluation of the inductees’ progress and mentors’ experience
d. Other resources such as explainer videos, videos of practice, etc.
e. TIP Manual which includes LAC guide and orientation guide for implementers
f. Orientation materials for training implementers, mentors, facilitators, and inductees which include slide presentations and guide to the use of LRPs

The development of the curriculum, systems and LRPs shall lead to TIP’s policy, mentoring, and orientation desired states for school year 2020-2021 onwards.

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The TIP Coursebooks

The TIP has six coursebooks, one for each course:

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Parts of the TIP Coursebook

Each coursebook has an overview which contains the following:

Introduction gives you a summary of the topics to be covered in the course

Intended Course Learning Outcomes – knowledge, skills, attitude, and values (KSAVs) to be developed by newly-hired teachers as they go through
the course. Some ICLOs are mapped to the proficient teacher indicators of the Philippine Professional Standards for Teachers (PPST). These are
indicated using the indicator numbers (example: 7.1.2, 5.1.2, etc.). ICLOs not mapped to the PPST respond to the general objectives of the induction
program.

Course Outline – list of modules in the coursebook

Estimated Time Required – approximate time it will to accomplish the course

Glossary – definition of terms

References - list of documents and readings used in the development of the coursebook

Each module is divided into sessions and has the following parts:

Intended Module Learning Outcomes – knowledge, skills, attitude, and values (KSAVs) to be developed by newly-hired teachers as they go through
the module. Some IMLOs are mapped to the proficient teacher indicators of the Philippine Professional Standards for Teachers (PPST). These are
indicated using the indicator numbers (example: 7.1.2, 5.1.2, etc.). IMLOs not mapped to the PPST respond to the general objectives of the
induction program.

Module Outline - list of sessions in the module

Estimated Time Required - approximate time it will to accomplish the module

Required Resources - document that the newly-hired teachers will need to accomplish the module

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Preliminary Activity - a mandatory activity that prepares newly-hired teachers through establishing and assessing their prior knowledge about the
topics to be discussed.

Key Topics - discussion of key contents that are relevant to the newly-hired teachers in order to achieve the IMLOs.

Required Tasks - mandatory activities that the newly-hired teachers need to accomplish in order to better understand the key topics

Optional Tasks - supplemental activities that enhance knowledge and skills of the newly-hired teachers.

Summary - a consolidated digest of the topics discussed in the modules.

Course Requirements
In order to finish a course, the following are required:

Requirement How it will be accomplished

1. Score at least 80% in the online This will be done via Google Forms (links will be provided). The newly-hired teacher shall send the screencap of the
summative test score at the end of the quiz to the mentor for verification.
2. Portfolio of required outputs Each course has required output/s to be submitted and compiled in a portfolio. This is indicated in the coursebook.

3. Accomplished coursebook It is recommended that the mentor checks the coursebook after each module is accomplished. It will also be a good
checked by the mentor time for mentorship and for newly-hired teachers to ask for clarifications.

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Course 1: The DepEd Teacher

Introduction

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) courses.

This course will help you align your personal philosophy of teaching with DepEd’s vision, mission, core values, and strategic directions. It will
introduce you to the Department of Education and its organizational structures, including the specific roles of the different bureaus, offices
and units. You will also know more about the relevant laws and administrative processes surrounding teachers’ roles, responsibilities, and
rights. Lastly, you will also be oriented on the salaries, incentives and other benefits of DepEd teachers.
Intended Course Learning Outcomes
At the end of this course, you should be able to:
1. adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities aligned with the Department of Education’s
vision, mission, and core values (7.2.2)
2. understand how the different offices and bureaus work to support DepEd in accomplishing its vision and mission
3. review personal teaching practice using relevant laws and regulations that apply to the teaching profession (6.3.2)
4. understand the details of teachers’ salaries, incentives, and other benefits
Course Outline
Module 3: Relevant Laws for Teachers
Module 4: Salaries, Incentives, and Benefits of Teachers

Estimated Time Required: 8 hours

Actual Time it took to accomplish the module: Input your answer here.

Portfolio Output: Pledge of commitment

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Module 3: Relevant Laws for Teachers

Intended Module Learning Outcomes

At the end of this module, you should be able to:

1. understand provisions in the laws that are applicable to specific scenarios in the field;
2. identify practices that uphold the dignity of teaching as a profession;
3. develop scenarios that promote fairness, respect and care; and
4. appropriately respond to scenarios in the field dealing with education stakeholders.

Module Outline
Session 1: Magna Carta for Public School Teachers
Session 2: Code of Ethics for Professional Teachers in the Philippines
Session 3: The Governance of Basic Education Act of 2001 (RA 9155)
Session 4: The Child and Anti-bullying Policies
Estimated Time Required: 3 hours
Required Task:
● Policy reading
● Scenario Analysis
● Case Study
● Reflections
● LAC Sessions

Required Resources
● PRC Resolution no. 435, s. 1997 on Code of Ethics for Professional Teachers.
● Republic Act No. 4670 on The Magna Carta For Public School Teachers.
● Republic Act No. 9155 on Governance of Basic Education Act.

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● Republic Act No. 10627 on Anti-Bullying Act of 2013.

Session 1: Magna Carta for Public School Teachers

Key Topic 1: Republic Act 4670

Did you know?

Magna Carta translates as “The Great Charter”. The term is used to refer to the charter of English liberties granted by King John on June 15,
1215 (Stenton 2020). It is one of the most important documents in history as it established the principle that everyone is subject to the law,
even the king, and guarantees the rights of individuals, the right to justice, and the right to a fair trial (Eleftheriou-Smith 2015). 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.

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.

Who is covered under the Magna Carta?

The act applies to all public school teachers except those in the professorial staff of state colleges and universities.

As used in the 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

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but shall not include:

� school nurses
� school physicians
� school dentists
� and other school employees

Required Task 1: Policy Reading

Read the Magna Carta for Public School Teachers. Write down portions in the document that you think might be helpful or those that you
would like more elaborations or clarifications on. Discuss them with your mentor. You may use the format below. An example is provided for
you.

Topic and Page number Queries/Points for Clarification Input/Response from the Mentor/s or from
the LAC session

Section 11, page __ Could I be in the same school as my Input mentor's feedback here
husband/ first degree family member?
Provision for Married Teachers

Input your answer here Input your answer here Input mentor's feedback here

Input your answer here Input your answer here Input mentor's feedback here

Input your answer here Input your answer here Input mentor's feedback here

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Input your answer here Input your answer here Input mentor's feedback here

Key Topic 2: Provisions of the Magna Carta for Public School Teacher
According to the Magna Carta for Public School Teacher, recruitment and qualification 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-year 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 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.

Required Task 2: Case Study

The Case of Samantha Reyes:

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Use the Magna Carta for Public School Teacher as a tool to navigate and solve the problems in the given scenario:

Samantha Reyes aspires to be an elementary teacher in DepEd. She just recently received her education diploma and now she’s ready to apply
to DepEd. Based on the Magna Carta for Public School Teacher, what other qualifications will she need to become a DepEd teacher?

Question Options Feedback

Choose the correct qualifications stipulated Bachelor's degree in Elementary Education

in the Magna Carta and check the box (B.S.E.ED.) - Correct Input mentor's feedback here
beside the items.
3 years teaching experience - Incorrect Input mentor's feedback here

Licensure Examination Passer - Correct

Input mentor's feedback here

15 CPD Points - Incorrect Input mentor's feedback here

Attended workshops and classes on Input mentor's feedback here

elementary education - Incorrect

Key Topic 3: Teaching Hours and Compensation

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

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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.

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.

(Continuation of the case of Samantha Reyes)

After rigorous hiring procedures, Teacher Samantha is delegated to teach in one of the largest public elementary schools in Quezon City. The
school has over 60 students in one classroom. She handles four Filipino (F) classes, three Makabayan (M) classes, and 1 Edukasyon sa
Pagpapahalaga (EsP). On top of this, she is also a homeroom teacher of Grade 3-Mahogany. Before the beginning of the school year, her
master teacher gave her the class schedule. Take a look at her schedule:

Monday Tuesday Wednesday Thursday Friday

6:00-6:30 3-Mahogany 3-Mahogany (EsP) 3-Mahogany (EsP) 3-Mahogany (EsP)

(EsP)
(30 mins)

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6:30-7:10 (40 mins) 3-Narra (M) 3-Narra (M) 3-Narra (M) 3-Narra (M)

7:10-8:00 (50 mins) 3-Talisay (F) 3-Talisay (F) 3-Talisay (F) 3-Talisay (F)

8:00-8:40 (40 mins) 3-Acacia (M) 3-Acacia (M) 3-Acacia (M) 3-Acacia (M)

8:40-8:50 (10 mins) BREAK TIME

8:50-9:40 (50 mins) 3-Katmon (F) 3-Katmon (F) 3-Katmon (F) 3-Katmon (F)

9:40-10:30 (50 mins) 3-Molave (F) 3-Molave (F) 3-Molave (F) 3-Molave (F)

10:30-11:20(50 mins) 3-Ilang-ilang (F) 3-Ilang-ilang (F) 3-Ilang-ilang (F) 3-Ilang-ilang (F)

11:20-12:00 (40 3-Mahogany (M) 3-Mahogany (M) 3-Mahogany (M) 3-Mahogany (M)
mins)

12:00-2:00 Preparation

Refer to the scenario and example schedule given above and answer the following questions.

Prompt 1. On a regular school day, how Input your answer here Input mentor's feedback here
much time does Teacher Samantha spend
inside the classroom?

A. 6 hrs

B. 5 hrs

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C. 4 hrs

D. 7 hrs

Prompt 2: Is Teacher Samantha’s schedule Input your answer here Input mentor's feedback here
within what the Magna Carta for Public
School Teachers recommend?

A. Yes. Teacher Samantha’s schedule is

within the six hours teaching
schedule recommended by the
Magna Carta for Public School
Teachers

B. No. The schedule is beyond the

required teaching hours prescribed
by the Magna Carta. Teacher
Samantha is in school for 8 hours

Continuation of Scenario 1:

In her first month of being a classroom adviser, she focused on assessing the literacy skills of her students and found out that 40% of the
students are instructional readers and 20% of them are frustrated readers. To be able to address the issue, Teacher Samantha renders hours of
reading remedials to teach her students how to read. On top of the reading remedials, her principal assigned her to be a part of a committee
who will organize the Araw ng Kalayaan School Program. She was so exhausted, however, she felt fulfilled on what she’s doing as a public
school teacher. Answer the following prompt questions below:

Questions Options Feedback

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Teacher Samantha is spending most of her Input your answer here Input mentor's feedback here
waking hours in the school from morning until
late in the afternoon. Will she get remunerations
from the additional services she rendered?

a. Yes. Given that the school head deems

her remedial activities an exigency of
service. - Incorrect

b. No. Remedial classes and organizing

school activities are part of her duties as
a teacher.- Incorrect

c. Yes. Organizing school activities and

remedial classes can be considered as a
co-curricular activity which, as
demanded by the law, requires an
additional compensation. - Incorrect

d. The matter depends on the weight of the

situation and how Teacher Samantha
communicates the activity with her
Master teachers and School Principal. -
Correct

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Teacher Samantha seems very fulfilled from Input your answer here Input mentor's feedback here
what she is doing as a public school teacher.
However, she always gets tired and sometimes,
she feels like her body is getting weaker and
weaker. What is the best way for her to manage
the load of work as a teacher? Limit your answer
to 100 words.

Discuss your answer with your teacher mentor Input your answer here Input mentor's feedback here
and put your key learnings in the space provided
below. Limit your answer to 100 words.

Required Task 3: Challenge Your Understanding

Challenge your understanding of the Magna Carta for Public School Teachers and explain how the following provisions affect your professional
duties as a teacher. Justify your answer. Limit your answers to 150 words and discuss it with your mentor or colleagues in a LAC Session.

1. Any teacher engaged in actual classroom instruction shall not be required to render more than 6 hours of actual classroom teaching per
day. 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.

Input your answer here

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2. There shall be no discrimination (i.e., gender, cultural, religious, disability, etc.) whatsoever in the entrance to the teaching profession,
and/or during in exercising its duties or even in the termination of tenure in service.

Input your answer here

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 (Hiring Guidelines for Teacher I Positions for School Year (SY) 2015-2016). 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?

Input your answer here

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? Explain your answer.

Input your answer here

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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?

Input your answer here

Summary

1. The Magna Carta for Public School Teachers intend to promote and improve teachers’:
● social and economic status
● living and working conditions
● terms of employment
● career prospects
2. This act aims to:
● compare the teaching profession favorably with existing opportunities in other walks of life
● attract and retain in the teaching profession more people with the proper qualifications
3. It is recognized that advancement in education depends on the qualifications and ability of the teaching staff.
4. Education is respected to be an essential factor in the economic growth of the nation as a productive investment of vital importance.

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Session 2: The Code of Ethics for Professional Teachers

Preliminary Activity
Study the following cases. Anchor your answers to your teaching philosophy.

Case 1: Dagat-dagatan Elementary School is scheduled to hold its Family Day on a Saturday. 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 because she needs to attend her Saturday university class. Is it correct not to render service on a Saturday
because of her studies? Explain your answer.

Input your answer here

Case 2: Mrs. Anna Lee A. Amores does not want Joel, her student, to be the highest honor awardee. She prefers Leonard, another student, to
get the recognition. In order to ensure that Leonard will get the highest honor award, she decides to give Joel low grades in recitation and in
performance tasks. Is it justifiable to give Joel low grades just to make Leonard the awardee? Explain your answer.

Input your answer here

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Key Topic 1: Code of Ethics for Professional Teachers

The Code of Ethics for Professional Teachers serves as a guide for teachers to exhibit proper behavior in the learning community at all
times. It is imperative that you observe and practice this set of ethical and moral principles, standards, and values.

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.

Required Task 1: Scenario Analysis

Read the Code of Ethics for Professional Teachers and reflect on your practice as a teacher. Guided by your understanding of the Code of Ethics
for Professional Teachers, identify the provisions that can guide you to come up with the best action. Discuss with your mentor and write your
answers on the space provided in each number.

Scenario 1: Mr. Antonio Baguio received a complaint from the father of one of his advisory students regarding the grade of his daughter in
English. The father told him that the student struggles in English but she is a very persistent and hardworking student. He insisted that his
daughter doesn’t deserve to receive a failing mark and demanded a reconsideration. Mr. Baguio listened to the complaint of the father with
sympathy and said that he will refer the situation to the teacher concerned for further clarification.

Questions Answers Feedback

What provision of the Code of Ethics for Input your answer here Input mentor's feedback here
Professional Teachers could address this
situation?

a) Article X Section 4

b) Article V Section 1

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c) Article IX Section 3

d) Article IV Section 2

The student’s teacher in English told Mr. Baguio Input your answer here Input mentor's feedback here
that he has not been informed about the
student’s progress and deficiencies due to the
student’s poor attendance. If you were Mr.
Baguio, what could you do to help the teacher?

a) Tell the student what he needs to do for

them to defer his failing grades.

b) Inform the guardian of the student’s

deficiencies and tell them to support
their child in the next grading period.

c) Tell the student to take remedial classes.

d) Listen with sympathy without taking any

further actions.

After a few days, Mr. Baguio and the English teacher found out that the student did not inform her parents about her absences. She skips
classes and seldom goes to her English classes. As a homeroom adviser, what can Mr. Baguio do to help the student, the teachers, and the
parents? Answer in the provided space below. Once done, discuss this topic with your mentor.

Input your answer here

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What did you learn about the discussion with your mentor? Did your perspective change when you discussed the scenario with your mentor?

Input your answer here

Key Topic 2: Provisions of the Code of Ethics for Professional Teachers

As mandated in the Code of Ethics for professional teachers, you have the responsibility to interact positively with parents, community
members, and other stakeholders in the school. Communication 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. As a teacher, you must recognize that education is a public service. Strive to keep the public informed of the programs, projects,
and activities of the school.

Scenario 2:

Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask him to attend a training, he would always
decline and ask another teacher to attend.

Questions Answer Feedback

Which provision under the Code of Ethics Input your answer here Input mentor's feedback here

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for Professional Teachers did Mr. Reyes

disregard?

a) Preamble

b) Article II Section 4

c) Article VII Section 3

d) Article X Section 4

Is Mr. Reyes correct in his actions? Input your answer here Input mentor's feedback here
Explain your answer based on the
provision under the Code of Ethics for
Professional Teachers

Scenario 3:

Malaban National High School is scheduled to hold its Reading Camp on a Saturday. Mrs. San Jose, who is enrolled in a master’s degree
program, informed the principal that she could not make it as she needs to take her comprehensive examination.

Prompt Answer Feedback

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If you were in the situation of Mrs. San Input your answer here Input mentor's feedback here
Jose, what would you do?

Prior to the school’s Reading Camp, Mrs. Input your answer here
Jenny San Jose already expressed her
Input mentor's feedback here
intent to take a leave from the Reading
Camp. The principal also knew that she
has classes every Saturday. However, due
to the high demand of the Reading camp,
she requested the new teacher to render
her service on that one Saturday. The
School head told her that she could help
her get permission from the university to
take a leave and reschedule her
comprehensive examination. If you were
in the situation of Mrs. San Jose, what
would you do?

a. I will just pronounce my absence

during the reading camp without
having the principal’s permission.

b. I will follow the advice of my

principal and request for an

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excuse letter that I can give to the

university.

c. Negotiate with the principal and

tell her that you need to take the
examination in order to proceed
to your master’s thesis. In
exchange, you will be rendering
extra service in lieu of the day
when you can’t render service.

d. Negotiate with the principal and

tell her that you need to take the
examination. To recompense your
absence, you volunteered to
invite an external resource person
that could help in the success of
the reading camp.

Which of the following provisions in the Input your answer here Input mentor's feedback here
Code of Ethics for Professional Teachers
covers the particular scenario?

a. Section 1 and 2 of Article VI

b. Section 1 and 3 of Article VII

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c. Preamble

d. Section 6 of Article II

Key Topic 3
In the school, you are expected to collaborate with your school administrators, co-teachers, and other personnel in order to provide
safe and friendly learning experiences for the learners. As part of the DepEd organization, you are further expected to be proactive and
participative in the attainment of the goals and directives of your school administrator and higher DepEd officials. 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. However, in conditional times of need, teachers and school
administrators treat each other with professional courtesy, understanding, and respect.

Portfolio Output: Pledge of commitment

MY PLEDGE OF COMMITMENT

I, your name, teacher of school 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.

Required Task 2: Answer the following questions

Now that you are done reading and analyzing the different provisions and articles specified in the Code of Ethics for Professional Teachers, 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 is necessary to understand about the Code of Ethics. Discuss with your mentor. Limit your responses to 100 words per item.

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What are my significant learnings? How will these learnings be of help to you as a teacher?

Input your answer here Input your answer here

What other information related to the Code of Ethics do you want to know? Please elaborate.

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

Input your answer here

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Session 3: The Governance of Basic Education Act of 2001 (RA 9155) 

Preliminary Activity
Discussion and Brainstorming/LAC Session
This session will require you to collaborate with your co-teachers and mentors. Enter the names of your co-teachers who you’ll team up with
in accomplishing this session. After doing so, discuss the following question in your next Beginning Teacher LAC session.

Enter name of teacher Enter name of mentor

Enter name of teacher Enter name of mentor

Enter name of teacher Enter name of mentor

Enter name of teacher Enter name of mentor

Enter name of teacher Enter name of mentor

Note:

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➔ Mentors are there to guide you as beginning teachers. Do not hesitate to invite them to your LAC Sessions AS NEEDED.
➔ For schools with only one newly-hired teacher, accomplish this session with your mentor.

Answer the following questions:

1. Recall the time you were applying as a teacher of the Department of Education. Tell your group your most memorable experience.
Input your answer here

2. What are the processes that you’ve gone through while applying for the position?
Input your answer here

Key Topic 1: 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.”

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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. Required Task 1: The Governance of Basic Education Act of 2001

Read the Governance of Basic Education Act of 2001 (RA 9155) and divide the sections of the law per member of the LAC Session. Discuss and
share your knowledge of the topic assigned to you. After your group’s discussion, answer the following questions:

Discussion Question:

1. Why is there a need to reorganize the department? How does this affect the internal process of governance?
Input your answer here

2. How can this help and guide your professional duties and responsibilities?
Input your answer here

3. What key provisions of Republic Act 9155, The Governance of Basic Education Act of 2011 should a newly hired teacher be familiar
with?
Input your answer here

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4. Why do you think that RA 9155 states that, “The school shall be the heart of the formal education system?” Cite specific conditions.
Input your answer here

5. 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.
Input your answer here

Summary
The Governance of Basic Education Act of 2001 (RA 9155) aims to:

● 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;

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● 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.

Session 4: The Child and Anti-bullying Policies

Preliminary Activity
Read the DepEd Order no. 40 s. 2012 known as the “Child Protection Policy” and the Republic Act no. 10627 known as the “Anti-Bullying Act of
2013” and complete the table below. The first row is done for you.

Office/Department Roles and responsibilities Your responsibilities as a teacher

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Central Office Develop a policy and guidelines for the School personnel (including teachers) shall
prevention of violence against children in also strictly comply with the school’s child
schools and make these available to all protection policy.
schools.

Input your answer here Consolidate reports on incidents and cases of Input your answer here
the Division Offices within the Region and
submit a Regional Report to the
Undersecretary for Legal and Legislative
affairs

Division Offices Input your answer here

Input your answer here Ensure that the school adopts a child Input your answer here
protection policy. Maintain a record of all
proceedings related to bullying or peer abuse
and submit after each school year to the
Division Office.

School personnel Input your answer here Input your answer here

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Input your answer here Comply with the school’s regulations and Input your answer here
respect another person’s rights regardless of
opinion, gender, ethnicity, religion, as well as
everyone’s moral and physical integrity.

Required Task 1: Case Study

Read the following situations and answer the question/s that follow:

Mr. Delos Reyes was assigned to handle Grade 5 students this school year. The principal assigned him to become the adviser of a class section
in the middle of the school year because the designated teacher was on a maternal leave. Since it is his first time to handle a class as an
adviser, he was shocked when he saw how rowdy the students are. One particular boy caught his attention. The boy does not speak and he
prefers to be alone all the time.

Prompts Answer Feedback

If you were Mr. Delos Reyes, what would you Input your answer here Input mentor's feedback here
do to understand the boy more?

a. I will speak to the boy immediately

and ask him about what he feels.

b. I will ask my students to know how to

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interact with them.

c. I will look at the anecdotal records of

the student and check if there are
circumstances that have happened in
the past.

d. I will visit his home and ask his

parents how he is doing with his
studies.

As you know more about the student, you discovered that the student has speech defects and cannot talk straight. That’s why he seldom talks
and always prefers to be alone. One of his classmates always teases him and says bad words about him in front of everybody in the classroom.
How do you deal with this situation? Answer on the space provided.

Input your answer here

Finally, the student reached out to Mr. Delos Reyes and tried speaking about his situation. At first, he tried to hold back his tears and said just a
few words. But Mr. Delos Reyes was eager to stay and be patient until he spoke. After a few minutes, he finally confessed and showed the

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bruises in his arms. The student said, as he stammers, that the students from his class and the upper grade level are members of a gang and
they are making fun of him. After his class shift ends, the gang always waits for him and warns to “get” him.

Prompts Answer Feedback

Which of the following authorities does the Input your answer here Input mentor's feedback here
teacher need to contact first?

a. Police

b. Guidance Counselor

c. Grade Level Coordinator

d. Parents

The student is sobbing and needs to be Input your answer here Input mentor's feedback here
soothed. If you were Mr. Delos Reyes, how
would you react in this kind of situation?

Key Topic 1: The Child Protection Policy and the Anti-Bullying Act of 2013
The Department of Education is committed to ensuring students and teachers with conducive learning environments that are caring and
nurturing. Thus, DepEd adopted the policy to protect the FIlipino students against violence and abuse inside and outside the school. The
adoption of the DepEd Child Protection Policy defines the duties and responsibilities of different offices in the department to function
systematically in addressing issues on different forms of child violence.

Subsequently, an Act on Anti-bullying was enacted as a response of the government in addressing cases of violence, in various forms, inside
the school. “Bullying” shall refer to any severe or repeated use by one or more students of a written, verbal, or electronic expression, or a

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physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in
reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student;
infringing on the rights of the other students at school, or materially and substantially disrupting the education process or the orderly
operation of a school.

Key Topic 2: Types of bullying

Three types of bullying are most prevalent in schools:

1. Verbal bullying
A form of bullying in which a bully uses words to exert power or control over his or her target or to diminish, degrade, or demean a
target’s existence.

a) Verbal attacks, such as name-calling, racial slurs, and sexist remarks

b) Taunts and threats

c) Rumors, lies, and unfounded accusation

d) Derogatory comments about sexual orientation or perceived orientation

2. Physical bullying
A form of bullying in which a person uses physical force to hurt, intimidate, or control a target.

a) Physical attacks, such as hitting, punching, scratching, shoving, kicking, choking, and spitting.

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b) Theft of or damage to someone’s belongings.

3. Relational Bullying
A form of psychological bullying, in which a bully attacks a target’s emotions, self-esteem, self-image, or social status to exert power or
control over a target.

a) Exclusion, isolation, rejection, and intimidation

b) Ignoring or ganging up on someone

c) Aggressive stares or body language, eye rolling, and unkind expressions

d) Snickers or whispers

e) Spreading rumors

Warning signs that bullying may be taking place:

a) Certain students exert power and seem to rule the school.

b) Certain students are consistently alone, isolated, excluded, or picked last for activities.

c) Negative rumors are circulating about particular students.

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d) There is vandalism directed at students.

e) Acts of aggression take place on the playground or in other areas where there is limited supervision.

Required Task 2: Scenario Analysis

Read the following situations and identify the type of bullying it describes. As a teacher, how can you help the students? Explain in the space
provided.

Scenario 1

While eating his snacks one morning, Jerry was being pushed, shoved, kicked, and teased by three of his classmates because they don’t like
him. He pleaded to leave him alone but they teased him even more. They always do this when there are no teachers around.

Input your answer here

Scenario 2.

A Grade 9 female student is a very active Facebook user. One instance, she mistakenly uploaded a message which had many grammatical
errors. She received bad comments and was humiliated for her sentence construction.

Input your answer here

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Scenario 3.

Rod is a Grade 4 gay pupil. Everyone in his class knows that he has feminine ways. Every time he goes out of the classroom, one of his
classmates imitated the way he talks, walks, and even the way he laughs. They humiliate him because of his sexual orientation and gender
identity.

Input your answer here

Scenario 4.

A girl named Karen was always alone. She seldom participates in classroom activities. Her adviser noticed and called her one afternoon to talk
to her personally. At first, she hesitated to open up, but later on she said that one of her classmates always said bad words to her. She cried
profusely. She does not want to go to school anymore because she was afraid that she might get hurt by her classmate. She has lost
confidence and felt inferior.

Input your answer here

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Summary
The following DepEd Orders ultimately aim to equip our newly-hired teachers with the knowledge and information to help them address
problems about child protection and anti-bullying in their respective classrooms. Discussions in this session are anchored on:

a) DepEd Order No. 55 s. 2013“ IRR of RA No. 10627, otherwise known as the Anti-bullying Act of 2013

b) DepEd Order No. 59, s.2015,-Change in and Additional Information to DepEd Memo No. 68, s. 2014 (Submission of School-Based Child
Protection and Anti-Bullying Policies and reports on Compliance)

c) DepEd Order No. 40, s. 2012-“DepEd Child Protection Policy”

d) DepEd Order No. 18, 2015 – “ DepEd Guidelines on Child at Risk and Child in Conflict with the Law

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Module 4 – Salaries, Incentives, and Benefits of Teachers

Intended Module Learning Outcomes

At the end of this module, you should be able to:

1. become aware of existing laws and regulations that apply to the teaching profession;

2. become familiar with the responsibilities specified in the Code of Ethics for Professional Teachers, (6.3.1) and
3. regularly review personal teaching practices using existing laws and regulations that apply to the teaching profession and the
responsibilities specified in the Code of Ethics for Professional Teachers. (6.3.2)

Module Outline

Session 1: Salary and Allowances of Teachers

Session 2: Incentives and Benefits of Teachers

Session 3: Leave of Absence of Teachers

Session 4: Other Benefits

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Estimated Time Required: 1 hour

Required Tasks

● Developmental activities: Learning assessments and testing prior knowledge

● Scenario and case analysis

● Document reading

Required Resources

“Statement on the Appeal to Provide Leave Benefits for Teachers during the School Year.” Department of Education. Accessed August 25, 2020.
https://www.deped.gov.ph/2018/10/03/statement-on-the-appeal-to-provide-leave-benefits-for-teachers-during-the-school-year/.

DepEd Order no. 64, s. 1996 on Implementing Rules and Regulations of Republic Act no. 8187 (The Paternity Leave Act of 1996)

Philippines, Department of Budget and Management, NBC no. 514 s. 2007, Guidelines on Grant of Hardship Allowance, Manila, 2007.

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“Performance-Based Incentive System: Frequently Asked Questions: GOVPH.” Official Gazette of the Republic of the Philippines. Accessed August 25, 2020.
https://www.officialgazette.gov.ph/pbb/faqs/.

“CSC Memorandum Circular No. 2, 2012: GOVPH.” Official Gazette of the Republic of the Philippines, February 16, 2012.
https://www.officialgazette.gov.ph/2012/02/16/csc-memorandum-circular-no-2-2012/.

Philippines, Civil Service Commission, MC no. 41 s. 1998. Amendments to Rules I and XVI of the Omnibus Rules Implementing Book V of the
Administrative Code of 1987 (Executive Order 292); Manila City, 1998

Optional Task: Survey

Please complete this short survey. This is an optional task but it will help you reflect on your current understanding of the different
remunerations you will receive relative to the performance of your duties and responsibilities as a teacher.

How familiar are you with the following? Check the appropriate box that corresponds to your answers.

Key Topics Very Familiar Slightly Not Key Topics Very Familiar Slightly Not
familiar familiar familiar familiar familiar familiar

Basic Salary Scholarship Grant

PERA Maternity Leave

Mid-Year Bonus Paternity Leave

Year-End Bonus Paternal Leave

Cash Gift Sick Leave

Anniversary Bonus Indefinite Sick Leave

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Loyalty Pay Vacation Leave

PEI Special Leave Privileges

PBB Study Leave

Clothing Allowance Rehabilitation Leave

Cash Allowance Ten (10) days Leave

Special Hardship Allowance Special Emergency Leave

Step Increment Terminal Leave

Proportional Vacation Pay Special Leave Benefits

Session 1 – Salary and Allowances of Teachers

Key Topic 1: Salary and Allowances of Teachers

What are the salary and allowances of the teacher? How can a teacher avail these? The tables below illustrate in detail the salary and
allowances of teachers. They describe the amount, frequency, qualification, and the legal bases for further (optional) readings.

Teachers in the public school are provided with just compensation as follows:

Benefit Monthly Basic Pay

Description: Monthly basic pay shall refer to the monthly salary for regular and contractual civilian personnel; the total
daily wages for the twenty-two (22) working days a month for casual personnel (equal to the monthly salary
of a regular personnel).

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Amount Please refer to National Budget Circular (NBC) No. 579 dated January 24, 2020 Annex “A”

Frequency Monthly

Qualification This Circular covers all positions for civilian personnel, whether regular, casual, or contractual in nature,
appointive or elective, full-time or part-time, now existing or hereafter created in the Executive, Legislative,
and Judicial Branches, the Constitutional Commissions and other Constitutional Offices, SUCs, and GOCCs not

covered by RA No. 10149 which are under the jurisdiction of the Department of Budget and Management
(DBM).

Legal Bases National budget Circular No. 579 dated January 24, 2020 Annex “A”

Benefit Personnel Economic Relief Allowance (PERA)

Description: The Personnel Economic Relief Allowance (PERA) is a subsidy granted to all government workers as a form of
assistance to help make ends meet in the face of economic crisis as well as higher prices.

Amount P2000

Frequency Monthly

Qualification The PERA shall be paid only when basic pay (salary, wage, or base pay) is also paid.

Legal Bases DBM NBC No. 2009-3 dated August 18, 2009

Benefit Special Hardship Allowance

Description: Special Hardship Allowance refers to the allowance granted to qualified teachers under any of the following

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situations: (1) being assigned to hardship post; (2) performing multi-grade teaching; (3) carrying out mobile
teaching functions; or (4) performing functions of non-formal education (now Alternative Learning System)
coordinators. The qualified teachers may either be resident or transient having regular or temporary
appointment.

Amount At least twenty-five per cent of a teacher’s monthly salary.

Qualification Guidelines on the Grant of Special hardship allowance shall apply to the following personnel of the
Department of Education: (National Budget Circular No. 514 dated December 5, 2007)

● Classroom teachers in elementary and secondary schools and school heads/administrators assigned to a
hardship post;

● Multi-grade teachers;

● Mobile teachers; and

● Non-formal Education or Alternative Learning System (ALS) Coordinators.

Legal Bases Republic Act No. 4670 June 18, 1966

National Budget Circular No. 514 dated December 5, 2007

Benefit Uniform/Clothing Allowance

Description: The uniform/clothing Allowance (UCA) authorized under the pertinent general provision of the annual
General Appropriations Act (GAA) is granted to cover the cost of uniform/clothing of government employees
to identify them with their mother agency/office.

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Amount P6000

Frequency Annually

Qualification Covers civilian government personnel occupying regular, contractual, or casual positions; appointive or
elective; rendering services on full-time or part-time basis. A newly hired employee may qualify for the grant
of Clothing Allowance only after rendering six (6) months of service, and if expected to render service for at
least 6 months for the rest of the year.

Legal Bases DBM Budget Circular (BC) No. 2012-1 dated February 23, 2012

Benefit Cash/Chalk Allowance

Description: This allowance is intended to augment the expenses incurred/spent by teachers in the actual performance of
their teaching responsibilities.

Amount P3500

Frequency Annually

Qualification The Cash Allowance shall be granted to all permanent and provisional teachers, including Alternative Learning
System (ALS) Mobile Teachers and District ALS Coordinators (DALSCs), in all public elementary, junior, and
senior high schools, and community learning centers, who are in service in DepEd for the current school year,
and assigned with at least one teaching load.

Legal Bases DepEd Order No. 010 s. 2020 dated June 8, 2020

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Required Task 1: Learning Assessment

Respond to the scenario below. Write down your answer/s on the space provided and discuss it with your mentor.

Scenario 1: Mr. Belgira is a newly-hired teacher at St. Francis National High School. According to the principal, he will receive his first monthly
salary soon. Aside from his monthly salary, what other monetary compensation is he entitled to as a teacher in a public school?
Input your answer here

Scenario 1: Ms. Castro, a newly-hired teacher, was assigned as a multi-grade Teacher at Sitio Pag-asa Elementary School. Having been in this
situation, what monetary compensation is she entitled to as a teacher in a public school?
Input your answer here

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Session 2 – Incentives and Benefits of Teachers

Key Topic 1: Incentives and Benefits of Teachers

The table below illustrates in detail the incentives and benefits of teachers. It provides a short description of the benefit to be received
or availed by the teacher, the amount, frequency, qualifications and the legal bases for further (optional) readings. Teachers in the public
schools are rewarded with incentives as follow:

Benefit Mid-Year Bonus

Description: This is equivalent to one (1) month basic pay as of May 15 shall be given to entitled personnel not earlier
than May 15 of the current year.

Amount One (1) month basic salary

Frequency Annually

Qualification The Mid-Year Bonus, equivalent to one (1) month basic salary as of May 15 of a given year, shall be granted
to those who have rendered at least four (4) months of satisfactory service and are still in the service as of
same date, to be given not earlier than May 15 of every year, subject to the rules and regulations provided
under Budget Circular (BC) No. 2017-2 dated May 8, 2017.

Legal Bases Budget Circular No. 2017-2 dated May 8, 2017

National budget Circular No. 579 dated January 24, 2020

Benefit Year-End Bonus and Cash Gift

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Description: The existing Year-End Bonus, equivalent to one (1) month basic salary and Cash Gift of P5,000.00 which are
categorized under the Standard Allowances and Benefits component of the Total Compensation Framework
(TCF), shall be given in November of every year.

Amount One (1) month basic salary + P5,000

Frequency Annually

Qualification The Year-End Bonus, equivalent to one (1) month basic pay as of October 31 of the year and the Cash Gift at
P5,000, shall be granted to each personnel who has rendered at least a total or an aggregate of four (4)
months of service from January 1 to October 31 of the year, including leaves of absence with pay, and who is
still in the service as of October 31 of the same year.

Legal Bases Republic Act No. 6686, as amended by Republic Act o. 8441

National budget Circular No. 579 dated January 24, 2020

Benefit Productivity Enhancement Incentive (PEI)

Description: Productivity Enhancement Incentive is the across-the-board bonus equivalent to either P5,000 or one (1)
month basic salary, which shall be granted to government personnel of the agencies which meet the
conditions stipulated in EO No. 181, s. 2015.

Amount P5,000.00 which shall continually be granted across-the-board

Frequency Annually

Qualification ● Civilian government employees occupying regular, contractual, or casual positions; appointive or elective;
rendering services on a full-time or part time basis;

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● The employees are still in the service as of October 31 of the year

● The employees have rendered at least a total or an aggregate of four (4) months of at least satisfactory
service for the year, including leaves of absence with pay, to be entitled to the full amount of the PEI.

● Those who have rendered less than the total or aggregate of four (4) months of service shall be entitled to
prorated PEI.

Legal Bases DBM Budget Circular No. 2013-3 dated November 21, 2013

Budget Circular No. 2014-3 dated December 02, 2014

DepEd Memorandum No. 65, s. 2015 dated June 23, 2015

Benefit Performance-Based Bonus (PBB)

Description: The PBB, which is the new bonus introduced via the Performance-Based Incentive System (PBIS), shall be
given to employees based on their contribution to the accomplishment of their Department’s overall targets
and commitments.

Amount Performance Category PBB as % of Monthly Basic Salary

Best Delivery Unit – 65%

Better Delivery Unit – 57.5%

Good Delivery Unit – 50%

Frequency Annually

Qualification ● An official or employee who has rendered a minimum of nine (9) months of actual service during the

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current rating period, and with at least “Satisfactory” performance rating may be eligible for the full grant.

● An official or employee who rendered less than nine (9) months but a minimum of three (3) months of
actual service during the current rating period, and with at least “Satisfactory” performance rating may be
eligible for the grant of PBB on a pro-rata basis corresponding to the actual length of service rendered.

Legal Bases Executive Order No. 80 s.2012

DepEd Order No. 028 s. 2019 dated October 17, 2019

Benefits Anniversary Bonus

Description: Anniversary Bonus is a financial incentive authorized under Administrative Order No. 263 dated March 28,
1996, to be granted to government employees on the occasion of their agencies’ milestone years.

Amount P3,000

Frequency The Anniversary Bonus shall be granted only during milestone years and shall be received by the employee
only once every 5 years, regardless of transfer from one government entity to another. A milestone year
refers to the 15th anniversary and to every 5th year thereafter.

Qualification All government personnel whether employed on full time or part time bases, under permanent, temporary
or casual status, elective or appointive, including contractual personnel whose employments are in the
nature of regular employees who have rendered at least 1 year of service in the same agencies as of the date
of milestone years and continue to be employed in the same government entities as of the occasion of their
milestone anniversaries.

Legal Bases Administrative Order No. 263, dated March 28, 1996

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National Budget Circular No. 452, dated May 20, 1996

Benefits Loyalty Award

Description: The Loyalty Award is granted to all officials and employees, in the national and local government who
rendered ten (10) continuous and satisfactory service in the government, and 5 years thereafter.

Amount 10th year: 10,000.00 20th year: 5,000.00 30th year: 5,000.00

Frequency 15th year: 5,000.00 25th year: 5,000.00 35th year: 5,000.00

40th year: 5,000.00

Qualification The Loyalty Award is granted to all officials and employees, in the national and local governments, including
those in the state universities and colleges (SUCs) and government owned and controlled corporations
(GOCCs) with original charter, who rendered ten (10) continuous and satisfactory service in the government.

Legal Bases CSC MC No. 06, s. 2002

Commission on Audit Circular No. 2013-003 dated January 30, 2013

Required Task 1: Check your understanding

Respond to the scenarios below. Write down your answer/s on the space provided and discuss it with your mentor.

Scenario Explanation

Scenario 1. There are three (3) newly hired teachers in San Vicente Input your answer here
Elementary School. Ms. Valdez started on June 5, 2020;

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Mr. De Guzman started on August 7, 2020; and Mr.

Camat started on October 8, 2020. Who among the three
teachers is/are qualified to receive a 2020 Year-End
Bonus? Explain your answer.

Scenario 2. Ms. Elegado is a teacher in San Antonio Senior High Input your answer here
School. Based on the assessment, her school ranked as
“Better Delivery Unit”. How much Performance-Based
Bonus (PBB) will she receive? (please refer to National
budget Circular No. 579 dated January 24, 2020 Annex
“A”)

Scenario 3: Mr. Corpuz, a public school teacher, heard that his co- Input your answer here
teacher Mr. Alferez just received P10,000 Loyalty Pay. He
is expecting the same; but according to the principal, he
is not qualified. If you were the principal, how would
you explain it to Mr. Corpuz?

Scenario 4: Ms. Tagayon is a newly hired teacher in Timbao Input your answer here
Elementary School. Her first day of service was
November 12, 2019. Is she entitled to receive Cash
Allowance for the school year 2020? Explain your
answer.

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Session 3 – Leave of Absence of Teachers

Key Topic 1: Leave of Absence of Teachers

Teachers are given leave of absence benefits to promote work-life balance. They need to restore productivity when they return to work.
Listed below are the different leave of absences that a teacher in a public school can avail. The Legal Bases are also provided for further
(optional) readings.

Proportional Vacation Pay (PVP)

For SY 2019-2020, each teacher who has rendered continuous service from June 3, 2019 to April 3, 2020 shall be entitled to 80 days total of
PVP from Summer and Christmas vacation days. (DepEd Memorandum No. 049, s. 2020 dated April 30, 2020)

Maternity Leave

One hundred five (105) days for female workers with an option to extend for an additional thirty (30) days without pay, and granting an
additional fifteen (15) days for solo mothers, and for other purposes. You can avail of maternity leave in every instance of pregnancy
regardless of the frequency. 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. (Republic Act No. 11210 dated May
1, 2019)

Paternity Leave

It refers to the privilege granted to a married male employee allowing him not to report for work for seven (7) days while continuing to
earn the compensation. Seven (7) days with full pay for the first four (4) deliveries of the legitimate spouse with whom he is cohabiting and
for other purposes. The same may be enjoyed either in a continuous or in an intermittent manner by the employee on the days
immediately before, during and after the child birth or miscarriage of his legitimate spouse. Said leave shall be availed of not later than
sixty (60) days after the date of the child’s delivery. Republic Act 8187 (Paternity Leave Act of 1996), DO 65, S. 1996, MC No. 01 s. 2016)

Parental Leave

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This refers to leave benefits granted to a solo parent to perform parental duties and responsibilities where physical presence is required.
The solo parent must have rendered government service for at least one (1) year, whether continuous or broken, reckoned at the time of
the effectiveness of R.A. 8972 on September 22, 2002 and regardless of employment status. (Civil Service Commission Memorandum
Circular No. 08, series 2004)

Special Privilege Leave

It is a leave of absence which may be available for a maximum of three (3) days annually to mark special milestones and/or attend to filial
and domestic emergencies such as birthday, anniversary, mourning, PTA meetings, etc. Special leave privilege may be availed of by the
official/employee when the occasion is personal to him and that of his immediate family. You are not entitled to these types of leave of
absence because as a teacher, you are enjoying a 2-month long vacation. (MC No. 06 s. 1999 dated March 9, 1999)

Sick Leave

A type of leave of absence which is granted on account of sickness or disability of the employees or any member of their family (parents,
brothers, sisters, children, spouse and even house help who are living with the employees). Teachers who render work during the
prescribed office hours and do not enjoy the 2 months’ summer vacation shall be entitled to a 15- day vacation and 15 days sick leave
every year. 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 number of
days of service credits granted to a teacher shall not exceed 15 work days in one year except in cases authorized by the Secretary upon the
recommendation of the Regional Director. (Republic Act No. 4670 dated June 18, 1966)

Indefinite Sick Leave

It is a leave of absence that shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one year
at the least. Application for sick leave in excess of five (5) successive days shall be accompanied by a proper medical certificate. (Republic
Act No. 4670 dated June 18, 1966)

Vacation Leave

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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 leave every year. (Republic Act No. 4670 dated June 18, 1966)

Study Leave

Teachers in the public schools 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. A teacher shall be entitled to at least 65% of his monthly
salary provided he or she takes regular study load and passes at least 75% of the courses. Study leave of more than one year shall be
permitted by the DepEd Secretary but without compensation. (Republic Act No. 4670 dated June 18, 1966)

Rehabilitation Leave

This is granted to employees for disability on account of injuries sustained while in the performance of duty. The duration, frequency and
terms of availing this leave shall be based on the recommendation of the medical authority i.e. maybe half day basis, intermittent schedule
or less than six (6) months, but not to exceed six (6) months and their absences shall not be deducted from the sick and vacation leave
credits.(CSC DBM Joint Circular No. 01, s. 2006 dated April 27, 2006)

Special Emergency Leave.

It is 5-day leave granted to those employees directly affected by natural calamities and disasters. (CSC Resolution No. 1200289 dated
February 8, 2012).

Special Leave Benefits for Women

Special Leave Benefits for qualified female public sector employees who have undergone surgery caused by gynaecological disorders’
pursuant to the provision and implementing rules and regulations of the Magna Carta of Women. A woman-employee who have rendered
continuous aggregate employment service of at least six (6) months for the last twelve (12) months shall be entitled to a special leave
benefit of two (2) months with full pay based on her gross monthly compensation following surgery caused by gynaecological disorders.”
Gynaecological disorders refer to disorders that would require surgical procedures such as, but not limited to dilatation and curettage and

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those involving female reproductive organs such as the vagina, cervix, uterus, fallopian tubes, ovaries, breast, adnexa and pelvic floor, as
certified by a competent physician. For purposes of the Act and these Rules and Regulations, gynaecological surgeries shall also include
hysterectomy, ovariectomy, and mastectomy. (Section 18) Republic Act 9710.

Ten (10) Days Leave (Violence Against Women and their Children Act of 2004). Any woman-employee in the government service,
regardless of employment status and/or whose child is a victim of violence and whose age is below eighteen (18) or above eighteen (18),
but unable to care of oneself, is entitled to avail of the ten (10) days leave. It may be in a continuous or intermittent manner to cover the
days they have to attend to medical and legal concerns. (Republic Act 9262, Sec 43, MC No. 15, s. 2006)

Required Task 1: Check your Understanding

Respond to the scenario belows. Write down your answers on the space provided below and discuss them with your mentor. Limit your
responses to 100 words per scenario.

Scenario 1: Mrs. Landicho, a provisionary Senior High School Teacher, gave birth to her fifth child. Can she avail of maternity leave? If yes, how
long? Will she still receive a salary even if she is on leave for a reason already mentioned? Explain your answer.

Input your answer here

Scenario 2: One of the teachers in Dela Paz Elementary School was suffering from domestic violence. Allegedly, her husband was having an
affair with other women, resulting in the withdrawal of financial support for their three (3) children. The teacher wants to file a
case against her husband, but she is worried because she already had many absences and she has no more service credits. What
will you advise the teacher?

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Input your answer here

Scenario 3: Mr. Castillo is a Technical-Vocational-Livelihood (TVL) teacher in Sto.Tomas Senior High School. During his demonstration teaching,
an accident happened due to a short circuit. He was rushed to the hospital. The doctor advised him to leave work for 2 weeks.
What is he entitled to?

Input your answer here

Required Task 2:
Match the leave benefits of f teachers to its approved days of leave of absences. Write the letter of the correct answer on the line
provided for before each item. Some answers can be used twice.

      1. Maternity Leave A. 7 days

      2. Paternity Leave B. 5 days

      3. Paternal Leave C. 3 days

      4. Sick Leave D. 10 days

      5. Special Leave Benefits for Women E. 15 days

      6. Leave (Violence Against Women and their Children Act of 2004 F. 6 months to 1 year

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      7. Special Leave Privileges G. Less than 6 months

      8. Study Leave H. 2 months

      9. Rehabilitation Leave I. 105 days

      10. Special Emergency Leave

Session 4: Other Benefits

Key Topic 1: Other Benefits

Aside from salaries, allowances, incentives, and leave of absences, here is the list of other benefits that a teacher in a public school can avail.
The legal bases are also included for further (optional) readings.

1. Step Increment- An employee may progress from Step 1 to Step 8 of the salary grade allocation of his/her position in recognition of
meritorious performance based on a Performance Management System approved by the CSC and/or through length of service, in
accordance with the rules and regulations to be promulgated jointly by the DBM and the CSC.

● A one (1) step increment shall be granted to officials and employees for every 3 years of continuous satisfactory service in their
present positions.

● Two (2) Step Increments due to Meritorious Performance may be granted to a qualified official or employee who has attained
two (2) ratings of “Outstanding” during two (2) rating periods within a calendar year.

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● One (1) Step Increment due to Meritorious Performance may be granted to a qualified official or employee who has attained
one (1) rating of Outstanding” and one (1) rating of “Very Satisfactory’, or two (2) ratings of “Very Satisfactory” during the two
(2) rating periods within a calendar year.

(CSC DBM Joint Circular No. 1 s. 2012 dated September 3, 2012)

2. 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. (D.O. 52, s. 1999 dated May 12, 1999)

3. Scholarship Grant. The Department of Education (DepED) fully supports the continuous development of its manpower to improve
performance through scholarship/ fellowship and training grants local and overseas among others. The guidelines shall be observed in
identifying nominees stipulated in DepEd Order No. 68, s. 2009

4. 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 examinations

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show that medical treatment and/or hospitalization is necessary, the same shall be provided free by the government entity paying the
salary of the teachers. (Republic Act No. 4670 dated June 18, 1966)

5. 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. (Republic Act No. 4670 dated June 18, 1966)

6. 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.(Republic Act 4670 dated June 18, 1996)

7. Terminal Leave. It refers to the money value of the total accumulated leave credits of an employee based on the highest salary rate
received prior to or upon retirement date/voluntary separation. (M.C. No. 41 s. 1998 dated December 24, 1998)

Summary

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The focus of this module is on the salaries, incentives, leave of absence, and benefits of teachers in public schools. Among the privileges are as
follow:
● Basic Salary ● Maternity Leave

● Personnel Economic Relief Allowance (PERA) ● Paternity Leave

● Mid-Year Bonus ● Paternal Leave

● Year-End Bonus ● Sick Leave

● Cash Gift ● Indefinite Sick Leave

● Anniversary Bonus ● Vacation Leave

● Loyalty Pay ● Special Leave Privileges

● Productivity Enhancement Incentive (PEI) ● Study Leave

● Performance-Based Bonus (PBB) ● Rehabilitation Leave

● Clothing Allowance ● Ten (10) days Leave

● Cash Allowance ● Special Emergency Leave

● Special Hardship Allowance ● Special Leave Benefits for Women

● Step Increment ● Terminal Leave

● Proportional Vacation Pay (PVP) ● Scholarship Grant

● Salary Increase Upon Retirement ● Medical Examination and Treatment

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● Automatic upgrading of Positions through ERF’s scheme ● Compensation for Injuries

Optional Task: Reflection Question

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The Department of Education (DepEd) values the vital role of teachers in molding the holistic being of the youth to become productive citizens
of the nation. It ensures teachers a just compensation, incentives, benefits and rewards for them to live a decent life. As a new member of the
DepEd family, how can you show appreciation to this effort of the government?

Input your answer here

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Congratulations! You’ve come to the end of this course. Please go to this link for the
summative assessment: _____________________

Don’t forget to take a screenshot of your score. It will be submitted to your mentor
for verification and recording purposes.

Once you’re done, kindly input your score here: Input your score here.

Additional reminder: Compile your portfolio output/s and make sure that your
mentor has checked your coursebook.

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For the purpose of the pilot testing, this accomplished coursebook shall be uploaded
at the end of the Google Form worksheet.

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Glossary
Anniversary Bonus is a financial incentive authorized under Administrative Order No. 263 dated March 28, 1996 to be granted to
government employees on the occasion of their agencies’ milestone years.

Benefit is something that produces good or helpful results or effects or that promotes well-being; a financial help in
times of sickness, old age, or unemployment.

Cash Allowance is intended to augment the expenses incurred/spent by teachers in the actual performance of their teaching
responsibilities.

Central Office The Governance Level that focuses on policy making, standards-setting and overall leadership of the
department

Curriculum and Instruction The strand that focuses on the delivery of a relevant, responsive, and effective basic education curriculum
around which all other strands and offices provide support

Elementary School The first part of the educational system that includes the first six years of compulsory education after
compulsory pre-school education called Kindergarten.

Field Offices The regional offices, division offices, schools, and learning centers that are responsible for the regional and
local coordination and administration of the Department’s mandate.

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Finance and Administration The strand that ensures the efficiency to support the organization as a whole to focus on its core business and
thus attain its targets through the provision of finance and administrative services

Governance and Operations The strand that ensures the capacity of the organization to continuously improve and be strategic in managing
the environment for which “teaching and learning” takes place

Indefinite Sick Leave Shall be granted to teachers when the nature of the illness demands a long treatment that will exceed one
year at the least.

Incentive is a thing that motivates or encourages one to do something; a payment or concession to stimulate greater
output or investment.

Junior High School The first part of the secondary level of education that covers four years from Grades 7 to 10. This level is
compulsory and free to all students attending public schools.

Learning Center (LC) 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

Leave of Absence is generally defined as a right granted to officials and employees not to report for work with or without pay as
may be provided by law.

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Legal and Legislative Affairs The strand that enhances capacity of the organization to deal with legal matters and to be proactive in moving
forward its legislative agenda

Loyalty Award is granted to all officials and employees, in the national and local government who rendered ten (10)
continuous and satisfactory service in the government, and 5 years thereafter.

Office of the Secretary (OSec) The office that provides overall leadership and direction at the national level

Mandate An obligation enforced by law.

Maternity Leave is a period of absence from work granted to a mother before and after the birth of her child.

Mid-Year Bonus is equivalent to one (1) month basic pay as of May 15 shall be given to entitled personnel not earlier than
May 15 of the current year.

Mission A declaration of an organization’s core purpose and focus that is normally unchanged over time.

Monthly basic pay shall refer to the monthly salary for regular and contractual civilian personnel; the total daily wages for the
twenty-two (22) working days a month for casual personnel (equal to the monthly salary of a regular
personnel)

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Parental Leave refers to leave benefits granted to a solo parent to perform parental duties and responsibilities where
physical presence is required.

Performance-Based Bonus (PBB) is the new bonus introduced via the PBIS, will be given to employees based on their contribution to the
accomplishment of their Department’s overall targets and commitments.

Personnel Economic Relief Allowance (PERA) is a subsidy granted to all government workers as a form of assistance to help make ends meet in
the face of economic crisis as well as higher prices.

Productivity Enhancement Incentive (PEI) is the across-the –board bonus equivalent to either P5,000 or one (1) month basic salary, which shall
be granted to government personnel of the agencies which meet the conditions stipulated in EO No. 181, s.
2015.

Rehabilitation Leave is granted to employees for disability on account of injuries sustained while in the performance of duty.

Rationalization A move to transform the Executive Branch into a more effective and efficient government that aims to focus
government efforts on its vital functions and channel government resources to these core public services and
improve the efficiency of government services, within affordable levels, and in the most accountable manner

Regional Director The person who provides leadership and management of the Department’s mandate at the regional level

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Regional Office The Governance Level that 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.

School An educational institution, private and public, undertaking educational operation with a specific age-group of
pupils or students pursuing defined studies at defined levels, receiving instruction from teachers, usually
located in a building or a group of buildings in a particular physical or cyber site; and

Schools Division Office The Governance Level that supervises schools and learning centers, which are the direct implementers of
educational programs for learner development.

Schools Division Superintendent The person who provides local management and administration of the Department’s mandate at the schools
division level

Senior High School The two years of specialized upper secondary education; students may choose a specialization based on
aptitude, interests, and school capacity

Sick Leave is granted on account of sickness or disability of the employees or any member of their family (parents,
brothers, sisters, children, spouse and even house help who are living with the employees).

Shared Governance A principle which recognizes that every unit in the education bureaucracy has a particular role, task and
responsibility inherent in the office and for which it is principally accountable for outcomes

Strategic Management The strand that enables the organization to focus on long-term directions and interface with the internal and
external environment and stakeholders.
Strategic Direction A course of action that leads to the achievement of organizational goals.

Special Emergency Leave is a 5-day leave granted to those employees directly affected by natural calamities and disasters.

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Special Hardship Allowances refers to the allowance granted to qualified teachers under any of the following situations: (1) being assigned
to hardship post; (2) performing multi-grade teaching; (3) carrying out mobile teaching functions; or (4)
performing functions of non-formal education (now Alternative Learning System) coordinators. The qualified
teachers may either be resident or transient having regular or temporary appointment

Special Leave Benefits for Women is a Special Leave Benefits for qualified female public sector employees who have undergone surgery caused
by gynaecological disorders’ pursuant to the provision and implementing rules and regulations of the Magna
Carta of Women.

Special Leave Privileges refers to leave of absence which officials and employees may avail of for a maximum of three (3) days
annually over and above the vacation, sick, maternity and paternity leaves to mark personal milestones
and/or attend to filial and domestic responsibilities.

Step increment is the increase in salary from step to step within the salary grade of a position.

Terminal Leave refers to the money value of the total accumulated leave credits of an employee based on the highest salary
rate received prior to or upon retirement date/voluntary separation.

Uniform/clothing Allowance (UCA) is granted to cover the cost of uniform/clothing of government employees to identify them with their
mother agency/office

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Vacation Service Credits refers to the leave credits earned by public school teachers for services rendered during activities authorized
by proper authorities during long and Christmas vacation. These credits are used to offset their absences due
to illness or to offset proportional deduction in vacation salary due to absences for personal reasons or late
appointment.

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.

Values Are the principles the Department adheres to in pushing the programs into action.

Year-End Bonus is equivalent to one (1) month basic salary and Cash Gift of P5,000.00, which are categorized under the
Standard Allowances and Benefits component of the TCF, shall be given in November of every year.

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References
Philippines, Office of the President of the Philippines. Directing a Strategic Review of the Operations and Organizations of the Executive Branch
and Providing Options and Incentives for Government Employees Who May Be Affected by the Rationalization of the Functions and Agencies of
the Executive Branch (EO 366, s. 2004). Manila: Malacañang Records Office, 2004.

Philippines, Department of Education. Approval and Implementation of the 2013 DepEd Rationalization Program (DO 53, s. 2013). Pasig City:
DepEd Orders, 2013.

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Philippines, Department of Education. New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department
of Education (DO 52, s. 2015). Pasig City: DepEd Orders, 2015.

Philippines, Senate and House of Representatives of the Philippines in Congress. An Act Enhancing the Philippine Basic Education System by
Strengthening its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefore and for Other Purposes
(RA 10533). Quezon City: Official Gazette, 2013.

Philippine Regulation Commission (PRC). Code of Ethics for Professional Teachers. Resolution No. 435, s. 1997. Manila, Philippines.

Senate and House of Representatives of the Philippines in Congress. The Magna Carta For Public School Teachers. Republic Act No. 4670 June
18, 1966. Official Gazette, 1966.

Philippines, Senate and House of Representatives of the Philippines in Congress. Governance of Basic Education Act, 2001 (R.A. No. 9155).
Quezon City: Official Gazette, 2002.

Republic of the Philippines. Senate and House of Representatives of the Philippines in Congress. Anti-Bullying Act of 2013. Republic Act No.
10627. Official Gazette, 2013

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DepEd Strategic Plan/Direction, 2017–2022. Manila

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Philippines, Department of Education. DepEd Order No. 36 s. 2013 on Our Department of Education Vision, Mission and Core Values (DepEd
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Philippines, Department of Education. New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department
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Philippines, Department of Education. 2018, Teacher Induction Program Module 1, Manila

Philippines, Department of Budget and Management. Rules and Regulations on the Grant of the Mid-Year Bonus for FY 2016. Malacañang,
Manila, 2016

Philippines, Senate and House of Representatives of the Philippines. An Act Providing An Increase And An Automatic Adjustment Mechanism In
The Personnel Economic Relief Allowance (Pera) Granted To Government Employees (SB 3125). Manila, 2012

Philippines, Department of Labor and Employment. Implementing Rules and Regulations of Republic Act no. 11210 or An Act Increasing The
Maternity Leave Period To One Hundred Five (105) Days For Female Workers With An Option To Extend For An Additional Thirty (30) Days
Without Pay, And Granting An Additional Fifteen (15) Days For Solo Mothers, And For Other Purposes. Manila, 2018

Philippines, Civil Service Commission, Amendment to Section 20 of the Omnibus Rules on Leave on the Period Within Which to Avail of
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Philippines, Department of Budget and Management. Guidelines on the Advance Payment of the Productivity Enhancement Incentive (PEl) to
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Philippines, Civil Service Commission, Guidelines on the Parental Leave to Solo Parents (MC no. 06, s. 2014), Manila, 2014.

“Statement on the Appeal to Provide Leave Benefits for Teachers during the School Year.” Department of Education. Accessed August 25,
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Philippines, Department of Education, DepEd Order no. 64, s. 1996 Implementing Rules and Regulations of Republic Act no. 8187 (The
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