COURSE 5

JOANA ESCALERA
Teacher II

MARICEL YUMUL SHERWIN S. KABIGTING,

Teacher III/Mentor PhD.
Head Teacher VI / OIC
 TIP COURSE 5 –The DepEd Teacher

COURSE OUTLINE

Module 1: DepEd Organizational Structure and Processes

Module 2: Relevant Laws for Teachers

Estimated time required: 4 hours

Portfolio Output: Action Plan

(From Module 1, Session 1)

3
 TIP COURSE 5 –Responding to
Community Contexts

Module 1:
DepEd Organizational Structure
and Processes

Module Outline
Session 1: The Philippine Public Education System
Session 2: DepEd Central Office
Session 3: DepEd Regional and Schools Division Offices
Session 4: The School Structure

Estimated Time Required: 2.5 hours

Required Tasks
• Reflections
• Policy reading
• Scenario analyses
• Writing tasks
• Organizational structure analysis

4
Session 1 – The Philippine Public Education
System

Required Task 1:

Identify the turning points in the history of public education in the

Philippines. The pre-colonial era and the Spanish colonial period
are already done for you.

Gave it the opportunity to promote their cultural English was adopted as a medium of instruction
ideals, particularly the English language, to the in all public school
Filipino people. Education in the English language
and American history contributed to the
development of a national identity and Filipino
nationalism.

During this historical time, education and

By putting in place a curriculum that meets the
modern society have been mutually dependent.
demands of society today. which will lead to the
National societies anticipate that their
school producing kids that lack competence.
educational systems will support the
preservation and growth of the distinctive and
highly valued characteristics of their societies
and offer educational opportunities that will
enable their citizens to contribute to society and
the global community.

5
Session 1 – The Philippine Public Education
System

Required Task 2: Reflection Questions

Answer the following reflection questions below based on the

excerpts.

1. What educational practices observed in the historical stages of

development are the foundational elements of education in the
Philippines?

According to the history, the Philippine education had

manifested in the culture of the people. The education
establishments comprised of the private schools that are
owned and managed by private individuals or corporation and
the public schools that are owned and managed by the state

6
Session 1 – The Philippine Public Education
System

2. Which turning point in the history of the public education system

has huge implications in the development of the Department of
Education?

Under American Colonial Rule, allowed it to spread cultural

values, particularly the English language to the Filipino people.
Instruction in English language and American history has led to
forming a national identity and Filipino nationalism.

7
Session 1 – The Philippine Public Education
System

3. What are the implications of the trifocalization of education in the

administration and management of education in the Philippines?

It aimed to give proper attention to basic training and

vocational and higher education. It has committed itself to
achieving universal primary education and has moved to
provide free access to basic proper education for all children

8
Session 1 – The Philippine Public Education
System

1. Why is there a need to rationalize and restructure the Department

of Education?

Restructuring the Department of Education was required to

implement our strategic plan for progress in every
school, particularly in light of the changing needs and demands
of our society. Similarly, on this day of pandemic, the
department of education must redesign the system to deal with
the current situation.

9
Session 1 – The Philippine Public Education
System

2. In what ways can the restructured DepEd, through the

Rationalization Program, help you as a DepEd personnel and a
public-school teacher?

It will act as a guide for teachers in adopting teaching norms

and standards as well as processes to meet thepresent
demands on the educational system. It will also give all
teachers an understanding of how to use tactics to maketheir
work easier and more productive.

10
Session 1 – The Philippine Public Education
System

Read the excerpt from the RA No. 9155:

11
Session 1 – The Philippine Public Education
System

Required Task 1: Writing Task

Answer the following questions. You may answer each item in 4-7
sentences..
1. As part of the DepEd, how can you contribute to successfully
implement programs of the Department and carry out its purpose
and objectives? Give specific ways and examples.

As part of DepEd, I will provide my learners with substantial

delivery of the lessons and making sure that the policy plan
programs and projects are monitored

12
Session 1 – The Philippine Public Education
System

2. RA No. 9155 states that “the school shall be the heart of the
formal education system.” How does this statement relate to you as
a teacher and as a part of a larger organizational landscape?

For me this statement implies that the school is the center of

the teaching and learning process and that the teacher and the
school shall have a single aim of providing the best possible
education for all learners. Teachers should provide learning
experiences that are suited to the students and prepare them
on how to deal with the challenges of this continuously
changing world. Teachers should also seek continuous
professional growth and development and follow the rules set
by the institution

13
Session 1 – The Philippine Public Education
System

3. Write down the best practices being implemented in your school

that align with the provisions stated in RA No. 9155. Share it with
your mentor/colleagues.

1. Reading Assessment using PHI-IRI materials

2. Weekly Kamustahan and orientation with the parents and
pupils
3. Home visitation to pupils at risk
4. Continuous professional development

14
Session 2 – The DepEd Central Offices

Preliminary Activity: KWL Chart

Complete the chart below. List down the things you already know
about the DepEd management structure on the first column. On
the second column, list down the things that you want to know
about the DepEd organizational structures. Finally, synthesize
your new understanding after this session by listing down things
you learned about the DepEd Organizational Structures.

DepEd is organized Why is it that there The institution will

by the Central are three not function well
Office and Field government without these
Office agencies that structures of
manage the level of DepEd.
education in the
Philippines? Why
not one
government only?

15
Session 2 – The DepEd Central Offices

16
 Session 2 – The DepEd Central Offices

1. Why is there a need to rationalize and restructure the Department

of Education?

The goal is to put our strategic plan for progress into action in
every school, especially in light of how our society's needs and
demands are developing. To address the existing predicament,
the Department of Education must also revamp the system.

17
 Session 2 – The DepEd Central Offices

2. In what ways can the restructured DepEd, through the

Rationalization Program, help you as a DepEd personnel and a
public-school teacher?

It will serve as a manual for educators as they adapt

instructional norms, standards, and procedures to satisfy the
current demands on the educational system. Additionally, it will
teach all teachers how to employ strategies to facilitate their
work and increase productivity.

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 Session 2 – The DepEd Central Offices

Required Task 2: Identification

Read the following scenarios and determine what particular DepEd

organizational strand promotes and/or helps address the following
scenarios.

The particular DepEd organizational Teacher Jeanne's difficulty and

strand that will promote or can helps concern can be remedied by following
Teacher Jeanne’s condition is the proper procedures and seeking
Finance and Administration strand of assistance from the Governance and
the Department of Education which is Operation strand.
the responsible of ensuring 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.

The particular DepEd organizational strand that Teacher Jonnalyn's problem might be
will promote or can helps Teacher Jeanne’s
condition is the Finance and Administration strand solved by the office offering financial
of the Department of Education which is the guidance and support. Teachers
responsible of ensuring the efficiency to support Jonnalyn's scenario could also be
the organization as a whole to focus on its core
business and thus attain its targets through the considered for the stated office to
provision of finance and administrative services. conduct and deliver programs to
address this kind of issue.

The Curriculum and Instruction strand

of the Department of Education,
which is responsible for ensuring that With such advice or concern from
the organization focuses on the Teacher Arvin, the Department of
delivery of a relevant, responsive, and Education's Curriculum and
effective basic education curriculum Instruction strand can develop
around which all other strands and programs and curriculum that will
offices provide support, is the meet the needs of the students
particular DepEd organizational strand without disrupting the availability and
that will promote or can help Teacher schedule of students or teachers
Arvin's concern.
Teacher Edith must be informed
The Department of Education's Legal about the required documents and
and Legislative Affairs strand, which is units or degrees for a smooth and
responsible for increasing the efficient promotion process. Legal and
organization's capacity to deal with Legislative Affairs should ensure that
legal challenges and being proactive all teachers are informed about this
in carrying forward its legislative matter by conducting an orientation
agenda, is the office that can assist or possibly providing a list of
Teacher Edith. documents required to avoid
misunderstandings
The Department of Education's Office Before canceling class due to heavy
of the Secretary strand which provides rain, Teacher Nannete should wait for
overall leadership and direction at the an order from the government or the
national level. Attached and support Office of the Secretary of the DepEd
agencies to DepEd are included under Organization. She must first ensure
the secretary is the office that can the safety of her class by not letting
assist Teacher Nannete them alone, especially during terrible
weather.

19
Session 3 – The DepEd Regional Office and
Schools Division Offices

Fig. 1. Organizational Structure of the Regional Office

DO 52, s. 2015, New Organizational Structures of the Central, Regional, and
Schools Division Offices of the Department of Education
20
Session 3 – The DepEd Regional Office and
Schools Division Offices

Required Task 1: Identification

Read each general function and identify its functional division in the
Regional Office. Choose the correct answer from the choices below.
A. Quality Assurance
B. Office of the Regional Director
C. Field Technical Assistance (FTA)
D. Human Resource Development
E. Curriculum & Learning Management
F. Education Support Services
G. Policy, Planning & Research
H. Finance
I. Administrative

Governance and Operations

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

Curriculum and Instruction is

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

By providing financial and

administrative services, the
finance department supports
the organization's overall
efficiency and helps it focus on
H. Finance
its primary business. This helps
the organization meet its goals.

21
Session 3 – The DepEd Regional Office and
Schools Division Offices

The strand of Field Technical

Assistance ensures that the
C. Field Technical organization has the ability to
Assistance continuously develop and be
strategic in controlling the
environment for "teaching and
learning.“

Policy, Planning, and Research is the

strand that conducts research studies
and maintains Regional
G. Policy, Planning and Education Planning and Data
Research Management Systems to help the
region implement education plans,
policies, and standards in all
areas of basic education.

Policy, Planning, and Research is the

strand that conducts research studies
and maintains Regional
Education Planning and Data
G. Policy, Planning and Management Systems to help the
Research region implement education plans,
policies, and standards in all
areas of basic education.

Human Resource Development is the

strand that ensures competent
personnel and staff in regional
and school division offices by
providing efficient and effective
D. Human Resource and training to improve professional
Development competencies and organizational
performance

Personnel, records, reception of mail,

supplies, equipment, collection,
disbursement, security and custody
of property, and reportorial duties to
I. Administrative oversight authorities are all covered
by the administrative strand

Finance is the department that

advises the Regional Director on the
region's financial resources and
provides budgeting, accounting,
reporting, and coordination with
H. Finance government oversight bodies

22
Session 3 – The DepEd Regional Office and
Schools Division Offices

Fig. 2. Organizational Structure of the Division Office

DO 52, s. 2015, New Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of Education

23
Session 3 – The DepEd Regional Office and
Schools Division Offices

Required Task 2: Scenario Analysis

Read each statement. Write CID if the scenario/concern is Curriculum
Implementation Division-related or SGOD if it is Schools Governance
Operations Division-related.

It was classified as
SGOD SGOD since it deals
with planning and
research

It was placed under

SGOD the SGOD because
it requires help
from the area of
human resources
development

It was classified as
SGOD since it
SGOD discusses
Educational
Facilities

Since the scenario

described about
Instructional
CID Management Part,
it was considered
as CID

Since the scenario

described about
CID Direct Instructional
Supervision Part, it
was considered as
CID

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 Session 3 – The DepEd Regional Office and
Schools Division Offices

Optional Task : Reflection

Reflect and answer the following questions:

1. What is the relevance of knowing the DepEd organizational

structure and school processes to the performance of your duties as a
teacher?

Knowing the DepEd organization structure and school

processes will help me perform my duties as a teacher more
efficiently. It is essential for a teacher to comprehend the
department of education structure and the school processes to
know how learning policies, plans, and programs are
implemented.

25
 Session 3 – The DepEd Regional Office and
Schools Division Offices

Optional Task : Reflection

Reflect and answer the following questions:

2. Why should a teacher know who to approach in addressing concerns

related to his or her duties?

Knowing who to contact with questions about my obligations as

a teacher is crucial because it enables me to carry out my
duties properly and efficiently.

26
 Session 4 – The School Structure

Required Task 1: Policy Reading

Read through the DepEd Order No. 19, s. 2016 on Guidelines on the
Organizational Structures and Staffing Patterns of Stand-alone and Integrated
Public Senior High School (SHS) and read the following scenarios to identify
the services provided and its function in the schools and learning centers.
Determine the teaching or the non-teaching staff who does the service
portrayed.
You may access the DepEd Orders through this link:
DepEd Order No. 19, s. 2016: https://www.deped.gov.ph/orders/do-19-s-2016:

The scenario depicts

a Librarian/LRMDS
Coordinator's duties
and responsibilities

The scene portrays

an action by the
Guidance Counselor
in dealing with
cheating students.

27
Session 4 – The School Structure

The scenario
depicts a
Subject/Learning
Area
Coordinator/
Department Head
duties and
responsibilities

The scene
portrays a job of
an Administrative
Officer

Miss Rhea's
actions portrayed
the school's
Property
Custodian duties
and obligations

28
 Session 4 – The School Structure

Required Task 2: Scenario Analysis

To foster harmonious relationships with the wider school

community, it is important to involve learners, parents, and other
stakeholders in identifying and resolving issues and concerns in
the school community. Discuss how you can help in each scenario
and involve some key personnel who can help you resolve the
following challenges.

Scenario 1
Teacher Lozano, the mother of one of your advisory students,
visited you in the school because of a bullying incident that you
are not aware of. She was very angry and disappointed about what
happened because the incident was not addressed and resolved
properly. Her daughter is still afraid and decided not to go to
school that day. The incident happened during Science time
because the teacher was late to enter the class. You also had other
classes to attend to and had no chance to meet your advisory class
during that time. Who should you seek help to?

29
 Session 4 – The School Structure

She needed to ask the science teacher if she could make it to

class on time in order to prevent such bullying among the
students. On the other side, she needed to enlist the
guidance counselor's help in order to establish suitable
sanctions for the offending students. She should also inform
the parents or guardians of the bully pupil so that they may
discipline their child.

30
 Session 4 – The School Structure

Scenario 2
Teacher Mary Ann, a fellow teacher whom you consider a friend,
messaged you on Facebook and told you that she will be absent
tomorrow. She asked you to substitute all her five classes. Without
letting you respond, she already sent you the learning materials for her
lessons tomorrow. However, you also have classes to attend and your
learners are expecting to deliver a performance task that they prepared
for. What are you going to do as a colleague and who should you direct
her to?

I must agree to Teacher Mary Ann's request for help in assessing if

her situation qualified as an emergency or an urgent problem
because we are coworkers and friends. First, I'll give my friend
some advice, remind her that taking care of our pupils is our
obligation, and exhort her to stay in class, especially when there
are lots of assignments to finish. The floating instructors are in
charge of managing such chores when regular teachers are unable
to attend the class, therefore I will enlist their assistance at that
point. I will also recommend the instructional materials my friend
offered me to make managing the class and teaching easier and
more effective.

31
 Session 4 – The School Structure

Scenario 3
Lito, the class president of your advisory class, was elected as the
president of the Supreme Student Government (SSG). After three
months, his subject teachers are having trouble with his class standing
because of his frequent absences and non-submission of required written
and performance tasks. Lito is getting overwhelmed with the various
school activities he manages. What are you going to do as the adviser?

I will conduct a make-up class for the concerned students who are
affected by the school activities so that they can cope with the
lesson and complete the needed written works and performance
task

32
 Session 5: Common/Standardized School
Forms

Required Task 1: Preliminary Activity

Let us find out how familiar you are with school forms. Rate your
level of familiarity with the school forms listed. Tick/check your
response. Choose only one answer

/
/

33
 Session 5: Common/Standardized School
Forms

Required Task 2: Reading

Read DO 58, s. 2017 – Adoption of New School Forms for
Kindergarten, Senior High School, Alternative Learning System,
Health and Nutrition and Standardization of Permanent Records.

34
Session 5: Common/Standardized School
Forms

35
 Session 5: Common/Standardized School
Forms

Required Task 3: Scenario Analysis

Identify the school forms to be utilized in the following situations.

SF3 The SF3 form is a record of books

obtained by students that must be
retrieved at the end of the
schoolyear

You must present the SF2, which

contains the attendance record of your
SF2 class, which can be your evidence
regarding on that student who received
a remark on his or herSF10

In order to convince a stakeholder that the

students need aid so they may be added to
SF8 the feeding program, you must present your
class's SF8, which contains a record of
your students' BMI

Ascertain that the learner's parent was

informed of any updates to the SF9, or
SF9 learner's report card, on a regular basis.

You are not accountable for your pupil

SF2 because the incident happened outside of
school. However, you must present the
SF2, which contains your class's attendance
record and may be used as evidence that
the pupil was absent on that particular day.

36
 Session 5: Common/Standardized School
Forms

Required Task 4: Scanning Files

Indicate which of the forms shown in the table below need/require
the listed data by putting a tick in the appropriate columns.

Data Needed SF1 SF2 SF3 SF4 SF5 SF6 SF7 SF8 SF9 SF10
/ / / / / / / / / /
School Name and ID
/ / / / / / / / / /
District/Division/Region
/ / / / / / / / /
Name of Adviser
/ /
Final Rating
/ / / /
LRN
/
Nutritional Status
/
Nature of Appointment/ Employment Status
/ / / / / / / / / /
End of School Year Status
/ /
Registered Learner as of End of the
Month
/
Book/Module Title

37
 Session 5: Common/Standardized School
Forms

Optional Task
Teacher Rose Ann is a facilitator in the Alternative Learning
System (ALS) in their school. She was told by the School Head to
prepare the needed reports written on the table. Identify the forms
that need to be prepared.

Reports Needed Forms to be Answer

used

AF3 AF3 refers to a record

1. Official lists of learners enrolled in ALS of learners who are
officially enrolled in
ALS classes

AF2 AF2 refers to a Basic

2. Basic information of individuals who signified interest to information sheet of
enroll in ALS individuals who
signified interest to
enroll in ALS

AF1 AF1 is refers a to list of

3. Record of learners after the mapping activity done in mapped learners
community

AF5 AF5 refer to a learners

4. Report of learners’ learning progress progress and permanent
record

5. List of candidates qualified to take the Accreditation & AF4 AF4 refers to List of
candidates qualified to
Equivalency take the A & E Test
Test

38
 Session 6 : Preparation and Checking of
School Forms

Optional Task: Preliminary Activity

With your knowledge of the school forms being prepared by the
advisers, key personnel, and the school head, describe how you can
be accountable, reliable, efficient, and accurate as a teacher and as
one who handles, prepares, and checks data.

Accountabity Reliability

You are in charge of You should provide data that is

creating trustworthy data trustworthy and data that is
about your pupils that is consistent across all school
up-to-date and correct, as forms
well as making sure that
the data is consistent
across all school-related
documents.

Efficiency Accuracy

Make sure the school forms are You should give correct data
organized that the calculations that accurately shows the
are correct, and that you are information required on the
presenting accurate data. school form.

39
 Session 6 : Preparation and Checking of
School Forms

Required Task 1: Reading

Read DO 11, s.2018 – Guidelines on the Preparation and Checking
of School Forms.
Required Task 2: True or False
Write TRUE if the statement is correct and FALSE if incorrect. If
FALSE, determine the reason/s why the statement is incorrect.

Questions Answers Feedback

Teacher Jopay, a Grade 1 teacher, prepared FALSE She must attach the needed supporting
2 copies of SF10-ES without attaching any documents to validate the information on
documents for the checking of her the SF10
forms.

Teacher Rochelle, a Grade 7 class FALSE Sf10 is the learners permanent record the
adviser, could not encode the SF10-JHS of absences should be recorded on the SF2 –
one of her learners because of the absence Daily Attendance Report of Learners
of SF10-ES as the attachment.

Aira finished the Grade 8 level and FALSE The transaction should be teacher to
would like to continue her studies in teacher on the said school or it can be
the same school. She asked for her SF10 also endorsed by the recordkeeper.
and would like to submit it to her soon-
to-be adviser.

Che-che transferred out to continue FALSE The transaction of SF10should be

Grade 11 to another school, she school to school. She was only be
needs to bring a photocopy of her able to bring a certificate of
SF10. enrollment as a proof that she
enrolled as a grade 11 student.
Upon the receipt of the written TRUE
request, Teacher Mia, the designated
record-keeper of the school, prepared
the pertinent documents of the learner
and sent it to the requesting school.

40
 Session 6 : Preparation and Checking of
School Forms
Tasks of the Class Adviser
• At the beginning of the SY, collect supporting documents (PSA Birth
Certificate, Baptismal Certificate or any equivalent document) to
establish the identity of each learner assigned to his/her advisory
class
• If the learner came from another school, coordinate the transfer of
the Learner’s Permanent Academic Record and validate its
authenticity
• Observe due diligence in encoding the learner’s basic information
into the LIS to avoid issues in data accuracy and reliability
• After encoding all learner information in the LIS, generate SF1
(serve as the official enrolment list and as reference in any other
reporting) using your system account
• Download SF2 from the LIS with pre-loaded names of learners and
forward to the school head for assessment, consolidation, and
preparation of SF4
• At the end of the SY, once the computation of final rating for each
learning area is done, transfer these grades from your class record
into SF10 as the basis for updating each learner’s status (promoted,
conditionally promoted or retained) in the LIS
• SFs 5 and 6 for your class can be generated from the LIS using the
school level access accounts.
• These four (4) SFs (SF1, SF4-February & March, SF5 and SF6)
generated from the LIS shall be the focus of checking and should be
supported by the appropriate documents.
• For graduating/moving up levels (Kinder, Grades 6, 10, & 12),
prepare awards and/or certificates and check against the SF1 for
consistency.

41
 Session 6 : Preparation and Checking of
School Forms

Fig. 4. Focus Areas of Checking and Means of Validation

DO 11, s. 2018, Guidelines on the Preparation and Checking of School
Forms
42
 Session 6 : Preparation and Checking of
School Forms

Fig. 5. Standard Process and System Validation

DO 11, s. 2018, Guidelines on the Preparation and Checking of School
Forms
43
 Session 6 : Preparation and Checking of
School Forms

Required Task 2: Interview

Conduct an interview with at least two teachers who have been in the
profession for five years or more and ask what they think, feel, and do
before, during, and after reading and checking the forms. Write your
findings in bullet form..
 

BEFORE DURING AFTER

Accuracy of the data Make sure that the data input Check the forms again
are correct

THINK

Anxious Learning Relieved

FEEL

Prepare the data Input the data correctly Correct data errors if there’s any

DO

44
 Session 6 : Preparation and Checking of
School Forms

Required Task 3: Quiz

True or False. Indicate whether the following statements are true
false...
 

Statements Answers Feedback

FALSE It should be SF9- Learners’ progress report
1. At the end of the school year, a
kindergarten teacher will prepare a
report on learners’ progress to inform
parents using SF10.
TRUE
2. Information in the SF1 is consistent
with
what is written in the Birth
Certificate.
TRUE
3. The List of Graduates and documents/
reports in relation to the ranking of
honors shall be prepared and
checked.
FALSE The basis should be SF1 which refers to
4. The learner’s academic records shall be
School Register
the basis of the adviser for enrolling or
validating the said learner in the
LIS.
FALSE The reference should be SF1 which refers
5. SF 2 is the official enrollment to School Register
list of the class and shall be
used as reference in any other
reporting that requires the list of
officially enrolled learners.

45
 TIP COURSE 5 –Responding to
Community Contexts

Module 2:
Relevant Laws for
Teachers
Module Outline

Session 1: Magna Carta for Public School Teachers

Session 2: Code of Ethics for Professional Teachers in the
Philippines

Estimated Time Required: 3 hours

Required Task:
• Policy reading
• Scenario analysis
• Case study
• Reflections
• LAC sessions

46
 Session 1 – Magna Carta for Public
School Teachers
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 as you
practice your profession 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.

Input/Response from the

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

Section 11, page Could I be in the same school as my When possible, the proper authorities
husband/ should make every effort to allow married
Provision for Married Teachers first degree family member? couples who are both public school
teachers to work in the same area

Section 12 Can I study without telling my employer Teachers must be academically

Academic Freedom or working school? independent in order to fulfill their
professional obligations, particularly in
terms of teaching and classroom
management without consulting anyone
or requesting permission from anyone.

Section 13 Do I have to attend school from 7 a.m. to Any teacher who is actually instructing
Teaching Hours 4 p.m. students in a classroom is only required to
provide six hours of actual instruction per
day; this is to give him time to prepare
and correct exercises and other work
related to his regular teaching duties.
However, where the needs of the services
so dictate, any teacher may be required to
provide more than six hours.

47
 Session 1 – Magna Carta for Public
School Teachers
Required Task 2: Case Study
Read the following cases with your mentor. Use the Magna Carta
for Public School Teacher as a tool to navigate and solve the
problems in the given scenario:

Related How should the

Scenario Issues and
Provisions matter be
concerns
in the properly
Magna Carta resolved?
Scenario 1: Teacher Ana is a Actively promoting a range of Sec. 8. Safeguards in The principal should serve as
Science teacher in a Senior teaching methods to interest Disciplinary Procedure.(D. the mediator for the
High School and has been very her students, Teacher Ana's The right to appeal to clearly conversation between Teacher
active in fostering a variety of teaching style unexpectedly designated authorities. Ana and Teacher Jurado as they
learning strategies to engage her disturbed Teacher Jurado.. explore the problem together.
learners in learning their After letting them express their
topics. She would mostly opinions, the principal should
ask her learners to do outdoor advise both of them to be
activities, explore the considerate of recognizing each
surroundings and come up with other's abilities and even learn
hypotheses related to their topic. from one another.
Teacher Jurado, the 53-year-
old Grade Level Chair, found
this teaching technique of
Teacher Ana Castro quite
disturbing since he believed
that Science could be better
learned through experiments
within laboratories and paper-
and-pencil exams. He raised this
concern to the principal and has
asked Teacher Castro to explain
her side of the matter.

48
 Session 1 – Magna Carta for Public
School Teachers

Related How should the

Scenario Issues and
Provisions matter be
concerns
in the properly
Magna Carta resolved?
Scenario 2: Teacher Connie The co-teacher who was right Sec. 8. Safeguards in The school's administrators
was a newly-assigned English next to Teacher Connie's Disciplinary Procedure. Every should hold a seminar to
public school teacher in Mataas classroom was not doing a teacher shall enjoy equitable rekindle teachers' enthusiasm
na Nayon High School, and as good job of regulating the class safeguards at each stage of any for instruction while also
she started to adapt in the new and didn't seem to care about disciplinary procedure and shall introducing fresh approaches to
setting of the school, she the misbehavior of her pupils. have:(D. The right to appeal to motivating and managing the
noticed something in one of This would affect the class of clearly designated authorities. classroom. They should also
the more seasoned teachers in Teacher Connie. speak with the troubled
the same department whose teachers, providing advice and
classroom is just next to her. instructions to ensure that the
Most of the time, she teaching and learning process is
would observe the teacher improved.
to be giving short
discussions among her
learners and would leave them
to do their own thing while
she also sat on the
teacher’s chair scrolling her
phone, not minding how the
class is misbehaving. In turn,
this would affect the class of
Teacher Connie as the
learners in the next
classroom would tend to
be noisy. When she could no
longer keep her frustration, she
went to the classroom of her co-
teacher and gently confronted
her about the situation.
Then, the other teacher
answered, “Well, this is how I
wanted to teach, I have the
academic freedom to utilize
my time no matter how I
want it. You should try it,
too” and left Teacher
Connie dumbfounded.

49
 Session 1 – Magna Carta for Public
School Teachers

Related How should the

Scenario Issues and
Provisions in matter be
concerns
the Magna properly
Carta resolved?
Scenario 3: Teacher Teacher Antonio wanted to Sec. 12. Academic Freedom. Teacher Antonio should be able
Antonio is an Araling enroll for the final term of his Sec. 24. Study Leave to use academic autonomy in
Panlipunan Teacher in public master's degree and requested carrying out his professional
high school for 5 years. He an appointment with the responsibilities, particularly in
is taking up his Master’s Degree university regent, believing that terms of teaching and classroom
in Demographics and now in the university would grant him methods. The principal must
his final year to finish the a study leave allowance. grant Teacher Antonio's request
program. He would only need and provide the necessary
to complete his Thesis Study documentation and records,
to fully graduate from the since it is his right and will
program. He asked to set benefit their school
an appointment with the regent
of the university to enroll
himself for the final term
thinking that he will be given
the Study Leave Allowance
by the school. The next day,
he talked with the principal
about his plans, and how he
thinks his study will also
help the school in the long
run.

Scenario 4: Teacher Teacher Sareemah was a Sec. 27. Freedom to Organize In order to advance and defend
Sareemah moved from muslim who wished to their interests without prior
Mindanao to Pampanga and was practice her customs as a approval, teachers in public
successfully employed to teach muslim, but the Grade level schools are free to organize and
in a public school. Rooted coordinator gave her a class join groups of their choosing,
in her Islam culture and schedule that conflicts with her whether local or national.
tradition, Teacher Sareemah prayer time at Duhor Teacher Sareemah must contact
wishes to practice her customs (midday) her principal and grade level
as a Muslim, like not eating coordinator, and request
pork, wearing her hijab when permission to take her religious
going to school, and praying views into account when
five times a day. However, developing a schedule.
at the beginning of the
school year, she realized
that the Grade Level
Coordinator gave her a
class schedule that
conflicts with her prayer
time at Duhor (midday).

50
 Session 1 – Magna Carta for Public
School Teachers

Related How should the

Scenario Issues and
Provisions in matter be
concerns
the Magna properly
Carta resolved?
Scenario 5: Teacher Teacher Alonzo was enraged Sec. 8. Safeguards in Teacher Alonzo should
Alonzo saw his photo being by the false accusations of theDisciplinary Procedure. Every disclose the situation to his
shared in social media by student until he received a call teacher shall enjoy equitable Principal and take the
one of the influential TV from his principal and asked safeguards at each stage of any required steps to handle the
programs that hails itself as the him to explain the matter to his disciplinary procedure and shall problem, including gathering
program that gives justice to the office have: evidences, defending himself,
poor and disadvantaged. As he a. the right to be informed, in and, if necessary, using his
clicked the link of the program, writing, of the charges; right to appeal to clearly
there on his screen was the b. the right to full access to the defined authority
interview with one of his evidence in the case;
learners who told the host c. the right to defend himself
that her teacher, pertaining and to be defended by a
to Teacher Alonzo, didn’t give representative of his choice
her the chance to make up and/or by his organization,
for all her missed quizzes adequate time being given to
and was ridiculed by him the teacher for the preparation
in front of the class. of his defense; and
Knowing the truth, Teacher d. the right to appeal to clearly
Alonzo was enraged by the false designated authorities
accusations of the student
until he received a call from
his principal and asked him to
explain the matter to his
office since they are being
pressured by the TV program
to give his statement.

51
 Session 1 – Magna Carta for Public
School Teachers
Related How should the
Scenario Issues and
Provisions in matter be
concerns
the Magna properly
Carta resolved?
Scenario 6: After strong They created an organization Sec. 27. Freedom to Organize. Public school teachers are free
typhoons that caused multiple that promotes helping the to start and join associations of
damages on the production families affected by the their choosing, whether local or
of the commodities in their typhoon and able to raise more national, to further and
area farmed and tilled by the thanP100,00O which is safeguard their interests without
parents of the learners of more than enough to help prior approval. They may use
Teacher Carla, she felt their target number of families. it to draw more stakeholders to
compelled to do something She even encouraged her their school, which would be
to help them, particularly in co-teachers to participate on advantageous to their
providing for their essential the pond raising and utilize educational activities. This
needs. But as she checked on the power of social media suggests that their response to
her funds, she realized that it the typhoon's victims was both
would not even suffice for the acceptable and brilliant.
needs of three families, so
she thought hard and
looked into her social
media about some relief
operations being done by
organizing a donation fund.
After this, she immediately
messaged her co-teachers who
are also living within the area
and asked them to contribute.
Until eventually, they were
able to come up with a group
name, created an
announcement banner
which they posted on their
social media accounts, and
started to reach out to different
individuals and organizations
to help them in their cause.
At the end of their target
date, they were able to raise
more than PhP 100,000.00,
which they utilized in buying
the needs of more than 50
farmers and their families.

52
 Session 1 – Magna Carta for Public
School Teachers

Related How should the

Scenario Issues and
Provisions matter be
concerns
in the properly
Magna Carta resolved?
Scenario 7: Teacher Teacher Justine felt uneasy and Sec. 25. Indefinite Leave. Teachers in public schools are
Justine is excited about giving troubled because she was not required to work on
birth to her first baby as a worried that she won’t be able holidays; however, in Teacher
public-school teacher for just to avail the full benefits of Justine's case, it might be
over three years in Macalintal maternity leave since she gave advantageous that she gave
National Science High School. birth during the vacation birth earlier than expected
She is in the third trimester season, which was prior on because she can use the time
of her pregnancy and is her target date to use her off to heal properly before
expecting to give birth in the maternity leave. taking advantage of her paid
month of June, which she maternity leave without having
thought is the perfect time to to report to work. If she is
use her maternity leave and successful in reporting on June
avail its full benefits. 1st, the start of the school year,
However, due to some she might be qualified for a
pregnancy issues, she started to double pay income for the
feel labor contractions early month of May.
May, which is still technically
part of the vacation season
of the school. A few days
after giving birth, Teacher
Justine felt uneasy and
troubled because she was
worried that she won’t be
able to avail the full
benefits of maternity leave
due to the fact that she
gave birth during the
vacation season.

53
 Session 1 – Magna Carta for Public
School Teachers

Related How should the

Scenario Issues and
Provisions in matter be
concerns
the Magna properly
Carta resolved?
Scenario 7: Teacher Teacher Justine felt uneasy and Sec. 25. Indefinite Leave. Teachers in public schools are
Justine is excited about giving troubled because she was not required to work on
birth to her first baby as a worried that she won’t be able holidays; however, in Teacher
public-school teacher for just to avail the full benefits of Justine's case, it might be
over three years in Macalintal maternity leave since she gave advantageous that she gave
National Science High School. birth during the vacation birth earlier than expected
She is in the third trimester of season, which was prior on because she can use the time off
her pregnancy and is expecting her target date to use her to heal properly before taking
to give birth in the month of maternity leave. advantage of her paid maternity
June, which she thought is leave without having to report
the perfect time to use her to work. If she is successful in
maternity leave and avail its full reporting on June 1st, the start
benefits. However, due to of the school year, she might be
some pregnancy issues, she qualified for a double pay
started to feel labor contractions income for the month of May.
early May, which is still
technically part of the
vacation season of the
school. A few days after
giving birth, Teacher Justine
felt uneasy and troubled
because she was worried
that she won’t be able to
avail the full benefits of
maternity leave due to the
fact that she gave birth
during the vacation season.

54
 Session 1 – Magna Carta for Public School
Teachers

Required Task 3
LAC Session (Based on D.O. 35 s. 2016, the Principal, School Head, Master
Teacher or an invited external resource persons can conduct the LAC session)
see: DO_s2016_035.pdf (deped.gov.ph)
Challenge your understanding of the Magna Carta for Public School Teachers
and explain how the following provisions affect your professional duties as a
teacher. Choose only 3 provisions that were identified below and discuss it with
your mentor or colleagues in a LAC session. Keep the essential question in mind
while discussing:
Essential question: How does the Magna Carta for Public School Teachers impact
my professional duties as a teacher?

Provisions in the Magna Carta for Implications for your Notes from the LAC
Public School professional duties session
Teachers as a teacher
1. Section 13. Teaching Hours. Any teacher engaged in I may use my extra time to prepare Any teacher engaged in actual
actual classroom instruction shall not be required to render for my next class and even settle all classroom instruction shall not be
more than 6 hours of actual classroom teaching per day. of my ancillaries to maintain a required to render more than six
Provided, however, that where the exigencies of the service so healthy routine as a teacher. This hours of actual classroom teaching
require, any teacher may be required to render more section of the Magna Carta for per day, which shall be scheduled to
than 6 hours, but not exceeding 8 hours of actual Public School Teachers has the allow him time to prepare and
teaching hours a day. following implications for my correct exercises and other work
professional obligations as a teacher. incidental to his normal teaching
This helps me as well when I'm duties: Provided, however, that
dealing with other things, like familywhere the exigencies of the services
troubles and other stuff. Utilizing so require, any teacher may be
strategies that encourage learning required to render more than six
can help simplify the teaching and hours but not more than eight hours
learning process. of actual classroom teaching per day

2. Section 10. No Discrimination. There shall be no Despite being a professional teacher, There shouldn't be discrimination
discrimination (i.e., gender, cultural, religious, disability, etc.) I am allowed to exercise my when joining, practicing, or leaving
whatsoever in the entrance to the teaching profession, and/or religious and cultural beliefs as I the teaching profession based on
during in exercising its duties or even in the termination of like. There are no restrictions, anything other than professional
tenure in service. therefore we might be able to utilize grounds.
our abilities and knowledge to
teaching.

3. Section 27. Freedom to Organize. Public school teachers We might set up a group to help us In order to advance and defend their
shall have the right to freely and without previous address the needs of our students, interests without prior approval, teachers
the school, and the neighborhood. in public schools must be allowed to
authorization both to establish and to join organizations of create and join groups of their choosing,
their choosing, whether local or national to further and defend encourages activities that will be
whether local or national.
their interests. advantageous to both our students
and us as educators.

55
 Session 1 – Magna Carta for Public School
Teachers

Provisions in the Magna Carta for Implications for your Notes from the LAC
Public School professional duties session
Teachers as a teacher
4.Section 8. Safeguards in Disciplinary We can defend our instructional Every teacher is entitled to the
Procedure. Every teacher shall enjoy equitable methodology and other techniques if following protections at every stage
safeguards at each stage of any disciplinary procedure and necessary. When the safety of our of any disciplinary process:
shall have: profession is under jeopardy, we a. the right to request that the
have a right to self-defense. charges be put down.
a. the right to be informed, in writing, of the charges; b. full access to the case's supporting
evidence.
b. the right to full access to the evidence in the c the ability to defend himself and be
case; supported by a representative of his
c. the right to defend himself and to be defended by a organization or choice, with enough
representative of his choice and/or by his organization, time given to the instructor to
adequate time being given to the teacher for the prepare his defense; and
preparation of his defense; and d. the capability of making a
specific appeal to authorities
d. the right to appeal to clearly designated authorities.

5. Section 24. Study Leave. In addition to the leave When the time comes for us to be After seven years of service, public
privileges now enjoyed by teachers in the public schools, qualified for this form of leave, it school teachers will also be eligible
they shall be entitled to study leave not exceeding one school will be a major help in completing for the present leave benefits plus a
year after seven years of service. Such leave shall be granted in our coursework, which will be study leave of up to one school year.
accordance with a schedule set by the Department of Education. beneficial to both us and the school Teachers will receive at least 60% of
During the period of such leave, the teachers shall be entitled to when we return to teach. their monthly salary during this
at least sixty per cent of their monthly salary: Provided, leave, according to the Department
however, That no teacher shall be allowed to accumulate of Education's schedule. No teacher,
more than one year study leave, unless he needs an additional however, will be permitted to accrue
semester to finish his thesis for a graduate study in education more than one year of study leave
unless he needs an additional
or allied courses: Provided, further, That no compensation
shall be due the teacher after the first year of such leave. In all semester to finish his thesis for a
graduate-level course in education or
cases, the study leave period shall be counted for seniority
an allied field, and he must also have
and pension purposes.
a qualifying professional
qualification.

56
 Session 2 – The Code of Ethics for
Professional Teachers

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: Teacher Antonio 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 very persistent to learn. He
insisted that his daughter did not deserve to receive a failing
mark and demanded a reconsideration. However, Teacher
Antonio knows that the student skips classes and seldom goes to
her English classes. As a homeroom adviser, what’s the best
thing for Teacher Antonio to do following the Code of Ethics for
Professional Teachers? Write your answer in 5-7 sentences in
the space provided below. Once done, discuss this topic with
your mentor.

57
 Session 2 – The Code of Ethics for
Professional Teachers

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

According to Section 8 of the Magna Carta for Public School

Teachers, Teacher Antonio was entitled to defend himself by
submitting relevant information, and he was also entitled to
have an advocate defend him if necessary. Safeguards for the
disciplinary procedure. He could use the SF2 to show that the
concerned students frequently missed class, or he could use
his grade point average to show that the supplied statement
was accurate and that inspiring students by simply showing
concern for their grades was a common practice among
teachers.

By being informed of the Magna Carta for Public School

Teachers, we can establish the limits of our duties and
obligations. I have utilized the law to defend myself when
required, and after speaking with my mentor, I realized how
fortunate I am to work at a public school.

58
 Session 2 – The Code of Ethics for
Professional Teachers

Scenario 2:
Teacher Ronnie has been teaching for the last five (5) years in a public
elementary school. Every time his principal asked him to attend a
training, he would always decline and give several reasons and alibis
why he couldn’t attend. What possible actions should be done by the
school if he continuously refuses?

Teacher Ronnie seeks advice on his obligations and duties as a

teacher in a public school. His supervisors must consult with
him and offer advice in order for him to comprehend the
benefits of attending a seminar. The conference he would
attend would actually give him the opportunity to learn new
things, therefore he was fortunate to be invited. based on
Section 7 of the Code of Professional Conduct for Teachers in
the Magna Carta for Public School Teachers. Teachers must act
and speak in a professional manner.

59
 Session 2 – The Code of Ethics for
Professional Teachers

Scenario 3:
Malaban National High School is scheduled to hold its Reading Camp
on a Saturday. Teacher Dina, 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. Prior to the school’s Reading
Camp, Teacher Dina already expressed her intent to take a leave from
the Reading Camp. The principal also knew that she has classes every
Saturday. However, due to the work demands of the Reading Camp
preparations, she requested Teacher Dina to render her service on that
day. The School Head told her that she could help her get permission
from the university to take a leave and reschedule her comprehensive
examination. Choose the best answer in the scenario below.

60
 Session 2 – The Code of Ethics for
Professional Teachers

Prompt Answer Feedback

If you were in the situation of Teacher D. I will negotiate with the Think of the most plausible solution that could be
Dina, what would you do? principal land tell her that I need equally beneficial to both parties. The school
to take the examination. To principal has the authority to decide which
a. I will just pronounce my absence during recompense my absence, I options are best in a particular situation. In the
the Reading Camp without having the will offer to invite an same way, as a proactive teacher, present
principal’s permission. external resource person that options that align with your values as
could help in the success of educators and find a common ground.
the Reading Camp.
b. I will follow the advice of my principal
and request for an excuse letter that
I can give to the university.
(refer to Article VII Section 1 and Section 3 of the
c. I will negotiate with the principal and tell Code of Ethics for Professional Teachers)
her that I need to take the
examination in order to proceed to my
master’s thesis. In exchange, I will offer to
render extra service in lieu of the day
when I can’t render service.

d. I will negotiate with the principal and

tell her that I need to take the
examination. To recompense my
absence, I will offer to invite an
external resource person that could
help in the success of the Reading
Camp.

61
 Session 2 – The Code of Ethics for
Professional Teachers

Prompt Answer Feedback

Which of the following provisions in the Code B. Sections 1 and 3 of Article VII(the scenario refers to Article VII Section 1 and
of Ethics for Professional Teachers covers the Section 3 of the Code of Ethics for
particular scenario? Professional Teachers)

a. Sections 1 and 2 of Article VI

b. Sections 1 and 3 of Article VII
c. Preamble
d. Section 6 of Article II

62
 Session 2 – The Code of Ethics for
Professional Teachers

Required Task 1: Case Study

Read the following cases with your mentor. Use the Code of Ethics for
Professional Teachers as a tool to navigate and solve the problems in the
given scenario:
Provisions in the Implications for your Notes from the LAC
Code of Ethics professional duties as a teacher session
for
Professional
Teachers
Scenario 1: Teacher Suzette is a new teacher in Mapayapa High Examine and properly manage your time if you want to keep Teachers are not required to provide more
School and was appointed as the Campus Journalism advisor up a healthy habit. According to the Code of Ethics for than six hours of real classroom instruction
while also handling a Grade 9 advisory class. She Professional Teachers, teachers are not required to provide each day, according to the Code of Ethics for
always arrives early for her morning classes and leaves school more than six hours of real classroom instruction each day. As Professional Teachers, any teacher may be
late in the afternoon to finish coaching student- a result, you must manage your time to avoid leaving the required to render more than six hours but
journalists. Her mentors and colleagues always remind her that school late and potentially upsetting your coworkers. If not exceeding eight hours of actual
she should work smartly and avoid staying at school necessary, you may enlist the help of your coworkers to classroom teaching a day
very late. complete your obligations and responsibilities without
exceeding your working hours.

Scenario 2: Teacher Arthur is a first-year HUMSS teacher Teacher Arthur may attend his students' graduation celebration Any teacher engaged in actual classroom
who teaches primarily Grade 12 learners. At the end of the party after the debate concerning the graduation ceremony. instruction shall not be required to render
year, several of the seniors invited him to a For the meeting to be only a few hours, instructors won't be more than six hours of actual classroom
graduation party including some teachers. His students wanted required to work for more than six hours, and if they are, it teaching per day, which shall be scheduled
their teachers to join the party to celebrate the graduation of will only be for a short while. Principals are continuously to allow him time to prepare and correct
their batch. The Faculty Coordinator called a meeting to discuss aware of the regulations regarding working hours. exercises and other work incidental to his
the graduation ceremony. Majority of the faculty decided not to normal teaching duties: Provided,
go but your students are pleading for you to come. however, that where the exigencies of the
service so require, any teacher may be
required to render more than six hours but
not more than eight hours of actual
classroom teaching per day.

Scenario 3: Teacher Larry is a Grade 10 Science teacher. He had Larry, the teacher, may be able to pursue other jobs to Regardless of any provision of current law
been struggling financially since her wife’s deposition from supplement his family's income. He must recommend a to the contrary, co-curricular and
work. The parents of one of his students asked Teacher Larry to buddy who is capable of tutoring the pupil. And, if he truly extracurricular activities, as well as any
tutor their daughter since they found out that she failed her intended to aid the student, he may provide a remedial other activities outside of what is defined as
periodical exam. However, the School Head stressed session and examination for those who had a poor grade on a teacher's normal duties, shall be
that teachers should not offer tutoring services to their learners the quarterly exam. Co-curricula and out-of-school activities, compensated at least 25% of his regular
for remuneration. as well as any other activities outside of what is salary after the teacher has completed at
defined as normal duties of any teacher, shall be least six hours of actual classroom
paid an additional compensation of at least 25% of his instruction per day.
regular remuneration after the teacher has completed
at least six hours of work, notwithstanding any
provision of existing law to the contrary. However, he
must comply with the Principal's rule that teachers not
charge for tutoring services provided to their students

63
 Session 2 – The Code of Ethics for
Professional Teachers

Provisions in the Code of Implications for Notes from the LAC

Ethics for your professional session
Professional duties as a teacher
Teachers
Scenario 4: Teacher Eli, a 55-year-old Grade 11 English Teacher Eli shouldn't use her positionStudents can only participate in business
teacher had been struggling with her finances for as a teacher to influence students toactivities if the teacher and the school
the previous months since she had applied for a loan buy her products; instead, she shouldhave followed the correct procedures for
which she used for her health maintenance and the abide by the school's existing policiespartnership. A teacher is only eligible for a
renovations of their house. Finding herself in the if such behavior is forbidden. On the25% increase in remuneration and may
difficult situation, she had an idea of doing buy-and-sell other hand, she should think aboutonly perform services that are related to
to her neighbors, but it did not suffice so she starting a new business that won'tthe learning process. Additionally, refrain
potentially ruin her career,from promoting your company using your
searched for other opportunities and she
particularly when students areposition.
identified her learners as one of her markets.
involved. After completing her
Every 15 minutes before the end of class, she would
obligations at the school, she could
bring out her rummage of items that she sells to learners simply conduct her business
and would tell them that if they do not buy at least 2
elsewhere to protect her profession.
items, she will not give them a passing mark. And so,
the learners buy her items until one day, she has been
reported by one of the learners to the principal’s
office and was called up for interrogation.

Scenario 5: Raya was a slow learner in almost all of the Teacher Raya has a responsibility toMaintain a healthy atmosphere to your
subject areas, especially Mathematics. While discussing keep her children in a safelearners.
linear equations, her teacher called her up to answer one environment, which includes
of the equations. She went close to the board trying her eliminating bullying. She should
hardest to answer the calculations, but was not able to teach them not to make fun of their
write the correct answer. When she presented her equation friends while they are doing their
to her teacher, she saw her classmates laugh. She felt very hardest. Instead, they must help their
embarrassed. classmates understand and deal with
the subject. According to the teacher's
code of conduct, she must uphold her
duties and responsibilities as a teacher
in order to offer a safe and healthy
learning environment for the children.

64
 Session 2 – The Code of Ethics for
Professional Teachers

Required Task: Pledge of Commitment (Portfolio Output)

MY PLEDGE OF COMMITMENT

I, Joana Escalera, of legal age, having been appointed to the

position of Teacher II, solemnly swear that I will well and
faithfully discharge to the best of my ability the duties of my
present position and of all others I may hereafter hold under the
Republic of the Philippines, that I will support and defend the
Constitution of the Philippines, that I will bear true faith and
allegiance to the same that I will obey the laws, legal orders and
Decrees promulgated by the duly constituted authorities of the
Republic of the Philippines and that I impose this obligation
upon myself voluntary without mental reservation or purpose of
evasion.

SO, HELP ME GOD.

65
 Session 2 – The Code of Ethics for
Professional Teachers

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,
please 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 the Code of Ethics. Discuss with your
mentor.

The Code of Ethics for Professional Teachers serves as

guide for teachers specifically to new teachers for them to
exhibit proper behavior to the learning community at all
times. It is imperative that teachers observe and practice this
set of ethical and moral principles, standards, and values.

66
 Session 2 – The Code of Ethics for
Professional Teachers

What are your significant learnings? How will these learnings be of help to you as a
teacher?
Due to teachers' contributions to the growth of the country, Our attempts to improve our social and economic conditions
laws were made to safeguard their welfare and to advance, as public school teachers, including our living and working
strengthen, and guarantee their professional rights. conditions, employment options, and career opportunities,
restrictions that may limit us also motivate us to keep our will be aided by The Magna Carta for Public School
personalities, perform professionally, and set an example for Teachers.
our children. Teachers are protected by these restrictions.

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?
Teachers must serve as role models for strong character attributes including perseverance, honesty, respect, lawfulness,
fairness, patience, and unity. They must also be fully dedicated to the teaching profession. These lessons describe my role
and help me understand my main duties to my pupils. They also serve as a guide for always acting appropriately among
the rest of the learning community.

67
 Congratulations!
You’ve come to the end of Teacher Induction
Program Course 5: The DepEd Teacher. 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: [96.15%]

Additional reminder: Compile your portfolio

output/s and make sure that your mentor has
checked your coursebook.

68