Module 1

2018
TEACHER INDUCTION
PROGRAM
MODULE 1
DEPARTMENT OF EDUCATION
Module 1 ................................................................................................................................................................ 1
I. Session 1: Mandate, Vision, Mission, Core Values (VMV), and Strategic Directions ............................. 2
A. Desired Learning Outcomes ................................................................................................................... 2
B. Objectives ................................................................................................................................................. 2
C. Pre-Test ..................................................................................................................................................... 3
D. Glossary of Terms .................................................................................................................................... 4
E. Key Concepts ........................................................................................................................................... 4
F. Activities and Assessment ...................................................................................................................... 9
G. Reflection ................................................................................................................................................ 13
H. Post-Test ................................................................................................................................................. 14
II. Session 2: DepEd Organizational Structure and School Processes ..................................................... 15
Desired Learning Outcomes ................................................................................................................. 15
Objectives ............................................................................................................................................... 15
Pre-Test................................................................................................................................................... 16
Glossary of Terms ................................................................................................................................. 18
Key Concepts ......................................................................................................................................... 19
Activities and Assessment ................................................................................................................... 24
Reflection................................................................................................................................................ 28
Post-Test................................................................................................................................................. 29
III. Session 3 Teaching as a Profession and as a Vocation ..................................................................... 33
Desired Learning Outcome ................................................................................................................... 33
Objectives ............................................................................................................................................... 33
Pre-Test................................................................................................................................................... 34
Key Concepts ......................................................................................................................................... 34
Reflection................................................................................................................................................ 38
Post-Test................................................................................................................................................. 39
IV. Session 4: Philippine Professional Standards for Teachers (PPST) ................................................. 40
Objectives ............................................................................................................................................... 40
Pre-Test................................................................................................................................................... 41
Key Concepts ......................................................................................................................................... 43
Reflection................................................................................................................................................ 47
i|Page Teacher Induction Program (Version 1.0)

Post-Test................................................................................................................................................. 49
V. Session 5: Career Path Within the Department of Education ................................................................. 50
Objectives ............................................................................................................................................... 50
Pre-Test: ................................................................................................................................................. 51
Key Concepts ......................................................................................................................................... 53
Reflection................................................................................................................................................ 58
Post-Test................................................................................................................................................. 59
VI. Session 6: Magna Carta for Public School Teachers .......................................................................... 60
Objectives ............................................................................................................................................... 60
Pre-Test................................................................................................................................................... 61
Key Concepts ......................................................................................................................................... 62
Reflection................................................................................................................................................ 64
Post-Test................................................................................................................................................. 65
Appendix................................................................................................................................................. 66
VII. Session 7: Code of Ethics ..................................................................................................................... 73
Objectives ............................................................................................................................................... 73
Pre-Test................................................................................................................................................... 74
Key Concepts ......................................................................................................................................... 75
Activities and Assessments.................................................................................................................. 76
Reflection................................................................................................................................................ 82
Post-Test................................................................................................................................................. 84
Appendix................................................................................................................................................. 85
VIII. Session 8: Results-based Performance Management System (RPMS)............................................. 89
Desired Learning Outcomes ................................................................................................................. 89
Objectives ............................................................................................................................................... 89
Key Concepts ......................................................................................................................................... 93
Reflection................................................................................................................................................ 97
ii | P a g e Teacher Induction Program (Version 1.0)
XI. Session 9: Salaries, Wages, and Benefits of Teachers ...................................................................... 98
Objectives ............................................................................................................................................... 98
Pre-Test................................................................................................................................................... 99
Key Concepts and Vocabulary .......................................................................................................... 101
Activities and Assessment ................................................................................................................ 106
Reflection............................................................................................................................................. 107
Post-Test.............................................................................................................................................. 108
REFERENCES
iii | P a g e
Induction Program
Teacher
(Version
1.0)
Welcome to the Department of Education!
We are pleased to have you as a member of the family.
We invite you to take time to read through the Department of

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

as your desired learning outcomes.
1|Page Teacher Induction Program
Beginning Teacher Proficient Teacher
Domain 7: Personal Growth and Professional Development
Strand: Philosophy of Teaching
BTI 7.1.1 PTI 7.1.2
Apply a personal philosophy of teaching

Articulate a personal philosophy of teaching that is learner-centered
that is learner-centered
a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic directions and its
learner-centered philosophy of education
b. Write one’s own philosophy of teaching that is aligned to DepEd’s learner-centered philosophy
c. Use varied and appropriate teaching strategies to deploy one’s personal teaching philosophy as
aligned to DepEd’s learner-centered philosophy
2|Page Teacher Induction Program (Version 1.0)
C. Pre-Test
You are given different courses of actions or situations. Tell whether each statement is relating to:
a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction
Write the letter of your answer on the space provided before each number.
a 1. Teachers facilitate learning and constantly nurture every learner.
a 2. Abide by the rules of the school, community and country.

c 3. Make education accessible to all.
a 4. DepEd formulates, implements, and coordinates policies, plans, programs, and projects.
c 5. Modernize educational management and governance.
b 6. DepEd, a learner-centered institution, continuously improves itself to better serve its

stakeholders.
d 7. Engage oneself in worthwhile spiritual activities.

a 8. Improve quality and relevance of education.
c 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.
a 10. Supervise all elementary, secondary education institutions including Alternative Learning
System.
D. Glossary of Terms
Term Definition
DepEd’s Mandate obligation enforced by law
Vision an aspirational description of what an
organization would like to achieve or
accomplish. It is intended to serve as a clear
guide for choosing current and future courses
of action.
Mission a declaration of an organization’s core purpose
and focus that is normally unchanged over time.
Values are the principles the Department
adheres to in pushing the programs
into action.
Strategic Direction a course of action that leads to the

achievement of organizational goals.
E. Key Concepts
What is the DepED Mandate?
1. The DepEd Mandate
2. “The State shall protect and promote the right of all citizens to quality education at all levels,
and shall take appropriate steps to make such education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)
4. The Department of Education (DepEd) formulates, implements, and coordinates policies, plans,
programs and projects in the areas of formal and non-formal basic education. It supervises all
elementary and secondary education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a complete, adequate, and
integrated system of basic education relevant to the goals of national development.
What is the DepEd Vision, Mission, and Core Values (VMV)?
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer
– what we fervently hope for and what we diligently work towards.
By envisioning, we begin to fulfill our mandate and responsibilities as a teacher
and do our duty as Filipinos.
We want to develop learners who are true citizens and patriots, who have a
strong desire to serve their country and work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary
and desirable to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve themselves

and realize their dreams, while keeping in mind and heart their love for the country and
care for fellowmen, maximizing the endowment of skills and talents, not for selfish gain, but
to contribute to building a nation every Filipino
deserves.

As a learner-centered public institution…
As stated in our mandate, the Department of Education (DepEd), “shall protect

and promote the rights of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our
most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its
stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better,
both as individuals and as an organization.
What is the DepED Mission

Core Values
DepEd’s Strategic Directions
1. The Strategic Plan of the Department of Education (DepEd)1 provides that by 2022, we will have a
nation-loving and competent lifelong learners able to respond to challenges and opportunities through
quality, accessible, relevant and liberating K to 12 Program delivered by a modern, professional, pro-
active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:
Expand Access to Basic Education

Improve Quality and Relevance
Modernize Education Management & Governance

F. Activities and Assessment
1. In what specific ways can you contribute to the attainment of the DepED mandate in the
following areas?
Implementation of policies, plans, programs and projects in:
Formal Basic Education:

I could help in the execution of policies, plans, programs and projects by upholding them and by performing my
duties and responsibilities to provide quality education for all learners,
Alternative Learning System:
Since I’m not familiar with how the things are going in the Alternative Learning System, but I could help in
disseminating to the out-of-school youth in our place/area about the existence of this learning system and
encourage them to enrol on it.
2. What can you do as a beginning teacher to:
promote quality education?
I will apply strategies that would develop their 21st century learning skills and integrate technology in the
teaching-learning process.
make education accessible to all?
Communicate to the learners that all has the right to have quality education; all learners are taking into
consideration in the teaching-learning process.
3. Answer the following questions based on the readings above:
As a teacher, how do you encourage your students:
to discover their full potential that may contribute for the betterment of the society?
Provide opportunities to the learners to discover, showcase and enhance their skills and potentials.
to apply the competencies prescribed in the curriculum?

I will used varied types of assessments and task/performance that will allow learners to used or apply their skills
and talents.
to reflect and evaluate their home- and culture-based values?
I will ask them to reflect first or think whether their words or actions are appropriate before they say or do
something in school or in their homes.
Which among your specific roles/functions as a teacher can signify your responsibility among
your students and people in the community?
I could be a guide and counsellor not just to the learners but also to the community.

What plans do you have as a teacher to achieve the learner-centered philosophy?
Engaged the learners and be the facilitator of learning not the source of knowledge.
What can you do to better serve the learners in relation to learner-centered philosophy?
Create activities that will allow learners to work, learn on their own and create their own understandings.
How can you foster partnership and extend linkages to your stakeholders?
I will ask the parents or guardians to help me in guiding or monitoring the developments and improvements of the
learners.
4. Students learn in a child-friendly, gender sensitive, safe, and motivating environment.
What can you contribute to ensure a child-friendly, gender-sensitive, safe, and motivating environment?
I would communicate to the learners that each one are being valued and cared for through my words actions.
How do you address the uniqueness of each learner?

Know the background of the learners to know their needs. Then, I will use different approaches in teaching or
during instruction to accommodate the needs and uniqueness of each learners.
How do you ensure an enabling and supportive environment for effective learning to
happen?
By motivating the learners to exert effort in their studies and work hard to learn or enhance themselves.
What are some ways to develop lifelong-learners?

By allowing learners to explore, learn or gain experience and apply or relate what they have learned in their own
lives.
5. My Philosophy in Teaching
State briefly your philosophy in teaching which spells your vision in entering the teaching profession towards
effective, learner-centered and meaningful teaching experience. It must be something you believe that will
drive you to success and to being a meaningful agent of change to students and your community.
“No learner should be left behind”
10 | P a g e Teacher Induction Program ( V e r s i o n 1.0)
6. Vision Sharing (write your vision and share your thoughts about it to your co-teacher)
VISION Sharing
Make a vision board based on the following question:
How do you see your learners 10 years from now?
“I could see my learners who are God fearing, successful and can perform their
duties, functions in their families and contribute for the betterment of the society"
7. What strategies do you intend to apply a learner-centered philosophy to ensure the attainment of
your vision?
I will provide simulations, real-life scenarios and problems to the learners that entail the application of
their learning.
11 | P a g e Teacher
Induction
Program (Version
1.0)
8. Concept Mapping. Using the terms written inside the box, label the following schema
appropriately in order to come up with a Concept Map showcasing the DepEd Operational
Priorities.
Strategic
Directions
Strategic Directions Vision Mission

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

Teaching with DepED vision
“No learner should be left …the Department of Education Every learner should be take
behind” continuously improves itself to into consideration for their
better serve its stakeholders. betterment.
10. Vision Attainment

Vision Statement Every Filipino deserved a quality, consistent, and complete basic
education.
Cite Strategies on Ensuring that the students get all they need to learn and developed
their potentials like the right time allotment for each subject and
How to successfully attain
students’ instruction. It should not be compromised.
your desired Vision

How is it relevant to the It is really related to the DepEd Mandate and VMV in terms of being
DepEd Mandate, VMV, and student-centered.
Strategic Direction?
G. Reflection
After going through this lesson, (DepEd Mandate, Vision, Mission, Core Values, and
Strategic Directions), answer in your journal the following questions:
1. In what concrete ways has this session helped you become a more agentive teacher in promoting
“learner-centered” teaching?
It helped understand the direction or path of the Department of Education and its goals.
2. How has this session helped you clarify your vision and motive in serving your learners better and
in promoting a learner-centered environment for them?
It made me realized that my visions in teaching is really relevant to the to the mandate of the
Department of Education and its VMV.
3. What is the impact of the Department Mandate, VMV and Strategic Directions in your vocation as
a teacher? How can your understanding of
DepEd’s Mandate and VMV provide impact to your work as a teacher?
It helped me in terms of knowing what I should do in the field of teaching and for the betterment of
the learners.
4. What are your personal beliefs and values that are aligned with the DepEd’s
VMV?
My personal beliefs or values that are aligned with the DepEd’s VMV are God fearing, love of the
country, providing quality education that is accessible for all.
5. How can you contribute to improve quality and relevance in education?

I can contribute by performing my duties and responsibilities.
13 | P a g e
Teacher
Inductio Program (Version

n 1.0
H. Post-Test
Tell whether the following statements are relating to:

a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction
Write the letter on the space provided before each number.
c 1. Engage oneself in worthwhile spiritual activities.
b 2. DepEd, a learner-centered institution, continuously improves itself to better serve its

stakeholders.
e 3. Modernize educational management and governance.
a 4. DepEd formulates, implements, and coordinates policies, plans, programs, and projects.
c 5. Teachers facilitate learning and constantly nurture every learner.
a 6. Supervises all elementary, secondary education institutions including Alternative Learning

System.
c 7. Make education accessible to all.
a 8. Abides by the rules of the school, community and country.
c 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

a 10. Improve quality and relevance of education.
14 | P a g e
Teacher

n
1.0)
II. SESSION 2: DEPED ORGANIZATIONAL STRUCTURE AND
SCHOOL PROCESSES
Desired Learning Outcomes
Domain: Community Linkages and Professional Engagement

Strand: School Policies and Procedures
BTI: 6.4.1 PTI: 6.4.2

Know and understand school policies
Comply with and implement school
and procedures to foster harmonious
policies and procedures consistently to
relationship with the wider school
foster harmonious relationships with
community.
learners, parents, and other
stakeholders.
Objectives
a. Know and understand the DepEd organizational structure;
b. Describe the different school systems and processes and their support to school policies and
procedures to foster harmonious relationship with the wider school community;
c. Show proofs of compliance to school policies and procedures intended to foster harmonious
relationship with learners, parents, and other stakeholders.
15 | P a g e
Teacher Inductio Program (Version
n
1.0)
Pre-Test
Each box at the left column contains positions at the central, regional, and schools division offices of DepEd.
Arrange the positions from highest to lowest based on your knowledge. Write your answers on space provided.
Central Office
Secretary
Assistant
Secretary,
Undersecretary
Bureau
Director,
Assistant Secretary
Secretary,
Undersecretary Bureau Director
,Chief
Education Chief Education supervisor
Supervisor
Regional Office
Regional Office
Chief, Chief Regional Director
Regional
Director, Legal
Assistant Regional Director
Officer IV,
Administrative
Officer V, Legal Officer IV
Assistant
Regional
Supervising Administrative Officer
Director,
Education
Education Program Supervisor
Program
Supervisor,
Supervising
Administrative Officer IV
Administrative
Officer,
Accountant III
Accountant III
16 | P a g e Teacher Induction Program (V e r s i o n 1.0)

Schools Division Office
Administrative
Schools Division
Superintendent
Officer V, Legal
Officer IV, Schools

Assistant Schools Division
Superintendent
Division
Superintendent,
Chief Education Administrative Officer V
Supervisor,
Legal Officer IV
Education Program
Supervisor,
Chief Education Supervisor
District
Supervisor,
Assistant Schools
Division
Senior Education Program
Specialist
Superintendent,
Senior Education
District Supervisor
Program Specialist
17 | P a g e
Teacher Induction Program (V e r s i o n 1.0)

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

1.0)
Term Definition
Cluster of Schools A group of schools that are
geographically connected and brought
together to improve learning outcomes.
Integrated Schools A school that offers complete basic

education in one school site and has
unified instructional programs and
under one school head.
Learning Center A physical space to house learning
resources and facilities of a learning
program for out-of-school youth and
adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community
development and improvement of the
people’s quality of life
Key Concepts
What is Republic Act 9155?
Republic Act 9155, or “The Governance of Basic Education Act of 2001,” is “An act instituting a framework of
governance for basic education, establishing authority and accountability, renaming the Department of
Education, Culture and Sports as the Department of Education, and For Other Purposes.”
Governance of basic education begins at the national level. It is at the regions, divisions, schools, and learning
centers—also known as field offices—where the policies and principles for the governance of basic education
are translated into programs, projects, and services developed, adapted, and offered to fit local needs.
What are the purposes and objectives of this Act?
The purposes and objectives of this Act are:
To provide the framework for the governance of basic education which shall set the general directions
for educational policies and standards and establish authority, accountability, and responsibility for
achieving higher learning outcomes;
To define roles and responsibilities of, and provide resources to, the field offices which shall
implement educational programs, projects, and services in communities they serve;
To make schools and learning centers the most important vehicle for the teaching and learning of
national values and for developing in the Filipino learners love of country and pride in its rich
heritage;
To ensure that schools and learning centers receive the kind of focused attention they deserve and that
educational programs, projects, and services take into account the interests of all members of the
community;
To enable the schools and learning centers to reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the needs of the learners;
To encourage local initiatives for the improvement of schools and learning
19 | P a g e Teacher Induction Program

centers and to provide the means by which these improvements may be achieved and
sustained; and
To establish schools and learning centers as facilities where schoolchildren are able to learn a range of
core competencies prescribed for elementary and high school education programs or where the out-of-
school youth and adult learners are provided alternative learning programs and receive accreditation for
at least the equivalent of a high school education.
What is the DepEd Rationalization Program?
DepEd was restructured to a function-based structure with the necessary staffing requirement through its
Rationalization Plan, which was approved by the Department of Budget and Management (DBM) on November
15, 2013 under Executive Order No. 366 (EO 366, s. 2004). The EO seeks to fulfil the purposes of focusing
government efforts and resources on its vital/core service; improve the quality and efficiency of government
services delivery by eliminating/minimizing overlaps and duplication, and improve agency performance through
the rationalization of service delivery and support; and providing options and incentives for government
employees who may be affected by the rationalization of the functions and agencies of the executive branch.
The goals are as follows:
a. Have a more efficient and effective central office that focuses on policy-making, standards-setting
and overall leadership of the department;
b. Have a reengineered regional office that focuses on localization of policies, quality assurance and on
being the technical support hub of its divisions; and
c. Have a reengineered division office that focuses on field leadership and supervision to better support
our schools in delivering our education services to the learners.
This reform area is one of the key steps undertaken by the Department toward K to 12 Basic Education Program
implementation.
Induction
Program (Version
1.0)
Organizational Structure of the Central Office
Figure 1
Central Office
Sets overall education agenda, directions, and policies

Formulates systems and standards for national adoption
Performs investment programming
Articulates national frameworks to guide the organization in the performance of its core functions and
the provision of support
Oversees quality assurance and performance accountability

Builds partnerships with NGAs and nongovernment organizations (NGOs)

1.0)
Organizational Structure of the Regional Office
Figure 2
Regional Office
Sets regional agenda, directions, and policies
Localizes curriculum
Adapts to or adopts standards
Manages quality assurance
Provides technical assistance to divisions
Manages program investment and equitable allocation of resources
Establishes and manages partnerships
The reengineered regional office works with the local government units and educational stakeholders to
develop a policy framework that reflects the needs, opportunities, and aspirations of the regional
community.
It provides overall field leadership to schools divisions by setting regional policy directions, standards, and
strategies consistent with the national framework for the development and management of programs and
projects relevant to the sociocultural context of the region.
Thus, it is responsible and accountable for building a community of schools divisions and their continuous
development in order to create a collective effort
to achieve the region’s goals.

1.0)
Organizational Structure of the Schools Division Office
Figure 3
Implements education agenda and policies

Manages curriculum implementation
Provides instructional supervision
Builds communities of schools and learning centers
Gives technical assistance to schools/learning centers
Executes equitable distribution of resources
Establishes and manages partnerships
As frontline office of the department for the management of basic education delivery, the Schools Division Office
(SDO) supervises schools and learning centers, which are the direct implementers of educational programs for
learner development.
This is carried out through a strategic division education plan that considers the needs and concerns of the
division, districts, schools, and learning centers and aligned with the regional education development plans.

1.0)
Organizational Structure and Staffing Pattern of Small Stand-alone Senior High
School, Overall Organizational Structure
A Senior High School (SHS) is headed by a school head. Subject Group Heads (SGH) supervise teachers who
teach a specific senior high school subject. The number of SGHs depends on the number of subject groups
taught in school. These positions are designated by the school head to teaching staff. Nurses and guidance
counselors may be deployed at a school as deemed necessary.
A junior high school is headed by a school head. Department heads (DH) supervise teachers in a specific
subject area. DH are Master Teachers or Head Teachers and are usually designated by the School Head.
An elementary school is headed by a School Head. The School Head selects the grade- level coordinators
to lead teachers in a specific grade level.
School/Learning Centers
Takes accountability for learner outcomes
Implements the curriculum
Provides equitable opportunities for all learners in the community
Creates an environment conducive to teaching and learning
Leads and manages the school and its resources

Establishes and manages linkages with stakeholders

1.0)
Activities and Assessment-
Activity 1. The statements below are powers, duties, and functions of the National
(N) Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and School (S) Level. Read them carefully and
put a check mark on the appropriate box
on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
Formulating educational policies /
Promoting awareness of and adherence by all schools
and learning center to accreditation standards /
prescribed by the Secretary of Education
Promulgating educational standards /
Offering educational programs, projects, and services
which provide equitable opportunities for all learners in /
the community
Supervising the operations of all public and private
elementary, secondary and integrated schools, and /
learning centers.
Undertaking educational research and studies /
Approving the establishment of public and private
/
elementary and high schools and learning centers
Curricula Supervision /
Introducing new and innovative modes of instruction to
/
achieve higher learning outcomes
Monitoring the utilization of funds provided by the
national government and the local government units to /
the schools and learning centers.
Activity 2. Answer the following questions.
1. What key provisions of Republic Act 9155, The Governance of Basic Education Act of
2011should a newly hired teacher be familiar with?
Newly hired teachers should familiarize the new structure of Department of Education
2. Why do think that RA 9155 states that, “The school shall be the heart of the formal education system?”
Cite specific conditions.
The school is the heart of formal education system because this is where the recipient of education;
the students spent time to learn.
3. Identify the best practices in your school that adhere to the existing laws and regulations stated on RA
9155. Make a checklist and share it with your colleagues.
 Upholding the DepEd VMV
 Creating an environment that is conducive for learning
 Implementing the curriculum
25 | P a g e T e a c h e r I n d u c t i o n P r o g r a m ( V e r s i o n 1.0)
Activity 3. Choose from the two options below.
1. Option A: Share your insight to your mentor or to your School Head.
2. Option B: Look for at least three (3) similar newly-hired teacher in your school, cluster, or district who
will serve as your partner, share your insights and compare your answer to their answers.
Activity 4. Discuss which office or person can help you, and the process that must be followed to
resolve an issue or concern in the situations given below:
Situation 1: You are asked to submit your Performance Commitment and Review Form.
Office/People to Contact Process to be followed
Gather or compile all the necessary documents or proof of
School Principal my performance then submit it to the school principal.
Situation 2: You are assigned as a school paper adviser aside from your regular teaching load. You want to
ask more about your task and how it will affect your assignment.
I will ask him/her about the specifics of work/task,

also if those tasks will affect or comprise your
The previous school paper adviser/coordinator
teaching loads. And ask some advice on how the
handle the school paper.
Situation 3: You are assigned as the class adviser. You want to know your students’ profile and find out how
some of their personal problems affect their studies.
I will visit the guidance office, then ask or request

Guidance Counsellor/In-charge of the school the profiles or anecdotal records of the students.
Situation 4: You would like to find a good exposure trip or immersion for your SHS students.
I will make a proposal about the immersion which

Department head of SHS or includes target companies and the letter for them.
School Principal If the department head/principal approve. Then
send the letters to companies.
Situation 5: Your students have failing grades. You want to provide proper academic guidance.
I send a letter to the parent or guardian asking to

Student’s parent/guardian visit me to talk about the performance of her
son/daughter.

Situation 6: You would like to know your salary, deductions and benefits.
I will ask when will be his/her free time to

Administrative Officer accommodate my questions about salary,
deductions and benefits.
Situation 7: You are a science teacher and your laboratory equipment are inadequate or need
repair.
I will inform him/her about the problem in the

Department Head/Head Teacher in Science laboratory.
Situation 8: A parent would like to sue you because her son was running for honors
and got a failing grade in your subject.
I will go to the guidance office, ask for an advice or

School Guidance Counsellor help to settle the matter.
Situation 9: You would like to organize a new interest club and get support from various stakeholders.
I will make a proposal about the new club, which

School’s Activity Coordinator includes the rationale, objectives and the function
of the club.
Situation 10: There is a typhoon but there is no announcement if classes will be suspended.
I will call or sent a text message the school

Principal of the school principal if he/she will suspend the classes due to
the weather condition.
Activity 5. Answer the following:
1. What processes were identified to be employed?

Knowing the right person to approach if there are concerns to solve and making proposal.
2. Are there processes not identified but should be followed? What are these, if any?
None.
27 | P a g e Teacher Induction Program (V e r s i o n1.0)

3. Who are the personnel and other individuals or groups identified to be involved in this case?
None.
4. Are there other people who should be included in addressing the situation? If so, who else? Why?
No.
Activity 6. Reflect on the empowerment given to your school head as stipulated on RA 9155.
1. Observe how your school head adopts shared governance. Provide evidence showing her effective
management of the school as an instructional leader and administrative manager.
2. Look for an experienced teacher in your school whom you think is trusted. Share your observations
about how you perceive your school head adopt shared governance and effectively manage the
school as an instructional leader and administrative manager. Ask that teacher if you have the same
observations.
Activity 7. Make a plan of action out of the following situations.
1. The schools division superintendent shall have authority, accountability, and responsibility to ensure
compliance of quality standards for basic education programs. Write a commitment on how you will help its
realization.
I could help by complying and achieving the standards set by the division superintendent.
2. As a newly hired teacher, how will you help your school head and the school in general to establish a
strong partnership and linkages to its community?
I could help by supporting and offering my expertise or manpower to whatever programs or projects of
the school head enhance partnership with the community.
Reflection
Journal Writing. Share your thoughts on the following:
1. What is the importance of knowing the DepEd organization structure and school processes in the
performance of your duties as a teacher?
It is very crucial to know the DepEd organizational structure not just in performing my duties but
also in solving problems I problems that I would encounter.
2. Why should a teacher know who to approach in addressing concerns related to his or her duties?
Because it can help us deal or solve concerns and problem past.
28 | P a g e Teacher Induction Program (V e r s i o n1.0)

Post-Test
1. Each box at the left column contains positions at the central, regional, and schools division offices of
DepEd. Arrange the positions from highest to lowest based on your knowledge. Write your answers
on space provided.
Central Office
Secretary
Assistant
Secretary,
Undersecretary
Bureau
Director, Assistant Secretary
Secretary,
Bureau Director
Undersecretary
,Chief

Education
Supervisor
Regional Office
Regional Office
Chief Regional Director

Chief,
Regional
Assistant Regional Director
Director, Legal
Officer IV,
Administrative
Legal Officer IV
Officer V,
Assistant
Supervising Administrative
Officer
Regional
Director,
Education
Program
Supervisor,
Supervising
Administrative
Accountant III
Officer,
Accountant III

Schools Division
Administrative
Superintendent
Officer V, Legal
Assistant Schools Division
Superintendent
Officer IV, Schools
Division
Superintendent,
Chief Education
Legal Officer IV
Supervisor,

Education Program
Supervisor,
Education Program
District
Supervisor
Supervisor,
Senior Education Program

Assistant Schools Specialist
Division
District Supervisor
Superintendent,
Senior Education
Program Specialist
2. Match Column A with Column B. Write the letter of the correct answer on the blank before each
number.
Column A Column B
d 1. It is a lifelong process of a. Alternative Learning
learning. System
d 2. Any organized, systematic
b. Basic Education
educational activity to provide selected
types of learning.
b 3. It encompasses early childhood, c. Formal Education

elementary, high school education, out-
of-school youth and adult learners and
for those with special needs. d. Informal Education
i 4. An educational institution
undertaking the educational operation.
e. Learner
c 5. It is the systematic and
deliberate process of hierarchically
structured and sequential learning.
f. Learning Center
30 | P a g e T e a c h e r I n d u c t i o n P r o g r a m ( V e r s i o n 1.0)
e 6. Any individual seeking basic
literacy skills and functional life skills.
g. Non-Formal Education
f 7. A venue for face-to-face learning
activities for the improvement of people’s
quality of life. h. Quality Education
k 8. A key-learning support who is
responsible for supervising and
i. School
facilitating the learning process and
activities.
h 9. It is the appropriateness,
j. Integrated School
relevance, and excellence of education
given to meet the needs and aspirations of
individuals and society.
k. Learning Facilitator
a 10. It encompasses both the non-
formal and formal sources of knowledge
and skills. l. School Head
3. The statements below are powers, duties, and functions of the National (N) Level, Regional (R)
Level, Division (D) Level, Schools District (SD) Level and School (S) Level. Read them carefully and
put a check mark on the appropriate box on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
1. Formulating educational policies

/
2. Promoting awareness of and adherence by all schools

and learning center to accreditation standards
prescribed by the Secretary of Education /
3. Promulgating educational standards

/
4. Offering educational programs, projects, and services which
provide equitable opportunities for all learners in the
community /
5. Supervising the operations of all public and private

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

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

achieve higher learning outcomes
/
10. Monitoring the utilization of funds provided by the national

government and the local government units to the schools
and learning centers. /
Program (V e r s i o n 1.0)
Induction
III. SESSION 3 TEACHING AS A PROFESSION AND AS A VOCATION
Desired Learning Outcome

Strand: Philosophy of Teaching
BTI 7.2.1 PTI 7.2.2

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

b. Evaluate yourself vis-a-vis professional characteristics of teachers;
c. Show behaviors that uphold the dignity of teaching as a profession
d. by exhibiting qualities such as caring attitude, respect, and integrity.
33 | P a g e
Teacher

n
1.0)
Pre-Test
Read the paragraph below then choose three phrases that best describe your own philosophy in the
teaching profession. Justify your answer.
1. Teaching is a noble profession as well as a vocation that calls to the heart of an individual. The teacher
plays a vital role in the lives of the learners, hence they are called heroes of the new generations. They
touch lives and influence others—making a big difference to the lives of the learners. Teachers should take
pride in upholding the qualities of being a professional and to live according to the expectations of teaching
as a profession and as a vocation.
a. Phrase 1: teacher can touch lives and influence others

b. Justification: teacher can make or break leaners
c. Phrase 2: heroes of the new generation

d. Justification: teachers mentoring/molding the future leaders and citizens of our country not to
mention their hard work and sacrifices.
e. Phrase 3: teaching is a noble profession

f. Justification: the respect of majority of the people to the teachers
Key Concepts
1. A profession is an occupation that involves specialized training and formal qualification. To be a

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

b. Must be a member of the Philippine Public School Teachers’ Association
(PPSTA), then known as National Organization of Professional Teachers (NOPT) and earlier
known as the Philippine Association for Teacher Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in professional development

activities like seminars, workshops, conferences and other activities for the enhancement of skills and
knowledge. Today, this requirement is mandated by Republic Act no. 10912, an Act Mandating the
Continuing Professional Development Program for All Regulated Professions, creating the Continuing
Professional Development Council. You can also read Resolution No. 11, Series of 2017 which
contains the Operational Guidelines in the Implementation of RA 10912. Please read RA No. 10912
and Resolution No. 11, Series of 2017 in the Appendices.
d. Must abide by the code of ethics for the profession.
2. Why is Teaching a Vocation?2

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

1.0)
According to Butisingh (2007) teaching is more than a noble profession. The teacher is the most important
person in any civilization, as on him depends the molding of the nation. There are not many born teachers but
there are those who love teaching and there are those who enter it as an occupation.
It is rare to meet a teacher who does not explain that she or he wanted to be a teacher to help children, or to
change the world through teaching children, or to give back what was received from a teacher, to be a hero to
others as teachers were heroes to them. Perhaps this heightened sense of vocation is because, in our culture,
additional rewards for teaching are difficult to find. The rewards are not income and status as it is in some other
vocations, or as teaching is in other cultures.
3. What are the Qualities of a Professional Teacher?
A professional teacher must have a deep understanding of the theoretical knowledge about
learning and human behavior.
“The best indicator of successful teaching is learning. Learning is a human behavior. Theoretical
knowledge about learning and human behavior is a strong foundation that should serve to guide
your actions as a teacher. Newly hired teachers like you often find it difficult to internalize,
translate and apply theoretical knowledge you learned in college to the solution of practical
problems. You should use your knowledge of teaching and learning theories to interpret
situations and solve problems that you meet in the classroom events. Your dilemma as a new
professional teacher is not that the theories you have learned are not workable but that they are
difficult to interpret in order to solve practical problems.”
A professional teacher demonstrates attitudes that foster learning and genuine human relationship.
“Attitudes have a direct effect on the professional teachers’ behavior. The major categories of
attitudes that affect teacher behavior are (a) teacher’s attitudes toward himself/herself; (b) teacher’s
attitudes toward children;
(c) teacher’s attitudes toward peers, superiors, and parents; and (d) teacher’s attitudes
toward the subject.”
Your attitude toward yourself
If you are to understand and sympathize with your students’ feelings, you must recognize and understand your
own feelings first. Lessons in psychology tell us that persons who deny or cannot cope with their own emotions
are likely to be incapable of respecting and coping with the feelings of others. A positive attitude toward yourself
will help you make a good start.
Your attitude toward children
If you have empathy for your students and value them as unique individuals, they will respond to you positively.
Research on teachers’ expectations (Rosenthal and Jacobson 1992) showed that when teachers hold low
expectations of their students, it becomes a self-fulfilling prophecy. Students tend to conform to the teachers’ low
expectations. On the other hand, when teachers hold high expectations and communicate these high
expectations, students will often act in ways to live up to these expectations. The teachers’ attitude toward
students is a powerful influence on whether or not students learn.

Your attitude toward peers, superiors, and parents
A teacher does not exist in isolated classrooms. The concept of the classroom is no longer confined within the
four walls of the building. It is a vast environment where learning can take place. Your co-teachers in the school
organization are part of the learning environment. The parents who are the important stakeholders in their
children’s education are individuals you have to relate to. A harmonious relation with your peers and the parents
will make your work more enjoyable and rewarding. Likewise, an appropriate regard of your superior would
make you a better professional.
Your attitude toward the subject matter
A teachers’ attitude is caught by the students. If you show enthusiasm, interest, and excitement in your teaching, then
the students will be motivated to learn. But if you show an “I don’t care attitude” then the same feeling will be
demonstrated by the students. A positive attitude is necessary in teaching. You have to be passionate about what to
teach in order to become an efficient and effective teacher.
A professional teacher must have a mastery of the subject matter.
“A professional teacher must have a good command of subject matter. This means mastery of the
subject matter content and the judicious selection of the learning resources to be used to teach the
subject matter. Curricular content must be appropriate to the objectives and the educational level of the
learners. It is, therefore, necessary that the professional teacher must have a thorough understanding of
the school curriculum, its content, learning experiences and the evaluation of the learning outcomes.”
“As a professional teacher, you must be able to choose the appropriate teaching methodology or
pedagogy for your subject matter. Professional teachers should be able to translate the content
knowledge into forms and levels that meet the abilities and needs of the learners. You should be a
teacher who gives clear and pertinent examples, makes analogies, demonstrations and explanations
that transform the subject matter into bits of knowledge that your students can understand. Jerome
Bruner believes that there is no subject matter which is difficult to learn. It is the method that the
teacher uses that makes the subject matter easy or difficult to learn.”
A professional teacher must possess competencies in the use of teaching skills that facilitate student learning.
“Aside from the mastery of the subject matter, a professional teacher must possess a repertoire of
teaching skills. The different learning styles of students will require the use of appropriate teaching
styles. Professional teachers must have developed teaching skills which will foster student learning.
The recognition of multiple intelligences by Howard Gardner challenges the creativity and multiple
talents of teachers in order to match those of the students. Professional teachers should apply
knowledge they have acquired to the practice in the classrooms. They have to consider the particular
context or situations in their classrooms and adapt their teaching behavior accordingly.”
Professional teacher must possess competencies in the use of teaching skills that facilitate student learning.
“Professional teachers have their own beliefs, insights, and habits that will enable them to do their job
well. In recent years, educational researchers have noted the usefulness of personal practical
knowledge in solving problems, resolving tensions and simplifying work in the classroom. Cases have
shown that teachers’ personal knowledge adds important dimension to the teachers’ competence.”

1.0)
Activities and Assessment
Activity 1. Answer the following:
1. What is a profession?
A profession follows set of requisites and stands.
2. Is teaching a profession? Why?
Teaching is a profession because just like other profession it requires specific qualities and
competencies.
3. What are the requisites by the PRC one should satisfy before he/she becomes a
professional?
 Must passed the Licensure Examination for Teachers (LET)
 Must a member of PPSTA or PAFTE.
 Must undergo professional development
 Must abide by the code of ethics for professional teachers
4. What are the qualities of a professional teacher?

 Must have a deep understanding of the theoretical knowledge about learning and human
behavior.
 Demonstrate attitudes that foster learning and genuine human relationship.
 Must have mastery of the subject matter.
 Must possess competencies in the use of teaching skills that facilitate students learning.
5. What is a vocation?
A vocation is a calling to and from the heart of an individual. It cannot be denied.
6. How is vocation different from profession?

A vocation burns in the heart and soul of a person and cannot be quenched until it is answered while
profession can be chosen based on family demands, income, status or location.
7. When can teaching be a vocation?

Teaching becomes a vocation when you take it as calling , serving out expecting anything in return.
8. What are the characteristics of a teacher who takes teaching as a vocation?

A teacher who practices teaching as his/her vocation responds to the strong feeling, or calling to
service.
9. How can you make teaching both a profession and a vocation?

I could make teaching both a profession and a vocation by performing my duties passion.
10. Write how you manifest the first quality of a professional teacher.
By knowing the learners’ history and background and use it to help them or their development.
11. Write the attitude you have that foster learning and genuine human relationship.
I’m showing respect and courtesy to my superiors and school heads. Treat every learner
well, fair and with high expectations.
12. What attitude do you need to improve?

I need to improve or learn more strategies to address different learning and thinking styles of the
learners.
13. Write what you do to manifest mastery of subject matter? What do you need to improve?
Aside from teaching the content, I always include learning across discipline and relating to real-life
during my instruction. I need improve more on values integration.
14. What are the effective teaching strategies that you use to facilitate student learning? Write them
down and share these to your partner.
Drills, Think-Pair-Share, applications and using authentic assessments.
15. What are some of your personal beliefs, insights, and habits that help you do your work well?
Personally I belief that you don’t need to be very intelligent in this profession, you must have good
attitude to your work, co-workers, and superiors/school heads. Also, this profession entails hard work
and patience.
Activity 2. Read and analyze the following situations then share your findings to your peer.
1. Situation 1
Mr. Manalo divided his Araling Panlipunan class according to the abilities and interests of his students. At
the end of the lesson, the groups had the following outputs: The first group composed a song, the second
had a skit, and the third had an artwork.
What professional quality did Mr. Manalo exhibit?

Mr. Manalo exhibits mastery of the subject matter and possesses competencies in the use teaching skills that
facilitates students learning.
2. Situation 2
The school principal visited the Science class of Miss Bravo. The principal observed that Miss Bravo was
reading from the textbook and her notes while explaining the lesson on ecosystem.
What could have been done by Miss Bravo to improve her teaching performance?
She should have studied her lesson prior to the class and provide photographs or video presentation about
ecosystem to present the lesson well.
Activity 3. Let your pupils/students answer this survey form.
Put a check if your teacher manifests the following professional qualities.

Professional Qualities Yes No
Caring attitude /
Treat others with respect /
Integrity /
Commitment towards work /
Love of country /
Honesty /
Professionalism /
Punctuality /
Service-oriented /
Competent /

Reflection
As a newly hired teacher, I am already manifesting the following qualities like treating others with respect,
commitment towards work, and professionalism. However, I need to improve my qualities such caring attitude for
learners, being patient, honesty and being more competent.
Post-Test
Resolve the issue.
Is teaching more of a vocation or more of a profession?

For me teaching is more of a profession because just like any other profession it has a lot of requisites,
qualifications, and standards that one should follow or achieve. The person who is in the teaching profession receives
monthly salary, bonuses, and other benefits. It’s given that this profession has many tasks, works and other duties that’s
part of the job and we are being compensated.
38 | P a g e Teacher Induction (V e r s i o n
1.0)
Program
IV. SESSION 4: PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS (PPST)
Learning Outcomes: 7 Domains of PPST

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

makes explicit what teachers should understanding on the PPST.
know, be able to do, and value to
achieve competence, improved
learning outcomes, and eventually
quality education.
Objectives
a. Familiarize and discuss the seven domains and the different career stages of the PPST in realizing
one’s professional goals;
b. Demonstrate understanding on the PPST and its impact to the realization of one’s professional
practice and goals; and
c. Design an individual professional development plan based on the PPST and an Individual
Performance Commitment and Review (IPCR) intended to realize the professional development
plans.
40 | P a g e
Teacher Induction Program (Version

1.0)
Pre-Test
Check whether each statement is true or false.
TRUE FALSE
1. PPST stands for Philippine Professional Standards for Teachers.

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

Teacher. 
4. The number of years in service determines the career stages

of teachers. 
5. Providing safe learning environment is the sole duty of a

school head. 
6. Every teacher is expected to know diversity of learners.


7. Learning outcomes should be aligned with the learning

objectives. 
8. Learners and parents should inform the teachers about the results of
the learning assessment. 
9. Beginning teachers can only get professional growth

through seminars. 
10. All teachers need to have professional goals to improve

teaching practice. 
41 | P a g e
Teacher
Inductio Program (V e r s i o n
n 1.0)
Glossary of Terms
Term Definition
Career stages Levels of professional development for
teachers, which happen in a
continuum—from beginning to
exemplary practice that articulate
developmental progression, develop
refine their practice, and respond to the
complexities of providing quality basic
education.
It consists of the following stages:

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

1.0)
Key Concepts
1. DepEd provides the Philippine Professional Standards for Teachers (PPST) that sets forth standards
and competencies through well-defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement of quality public basic
education teachers.
2. The PPST also describes the levels of performance in the teaching practice for professional
development, provision of appropriate and proper assistance and support, and eventually to ensure and
sustain quality basic education.
3. The PPST: (i) sets out clear expectations of teachers along defined career stages of professional
development; (ii) engages teachers to actively embrace a continuing effort in attaining proficiency; and
(iii) applies a uniform measure to assess teacher performance, identify needs, and provide support for
professional development. It aims to improve teacher quality—developing teachers who are properly
equipped and prepared to assume the roles and functions expected to effectively implement the K to
12 Program.
4. This lesson helps you understand the PPST by going through an individual self-reflection of your actual
teaching practice. This will give you a chance to analyze and reflect on your practice, leading you to
make your own professional development goals based on your identified strengths and areas for
improvement along with indicators from the PPST. As a teacher, you will be guided by the new PPST
in the competent and effective performance of your duties and engagement as you aim for continuous
professional advancement.
A. “Map Me”
In this activity, you are going to make your own career map by answering the question below. (Note:
Please read and understand DepEd Order 42, s.2017)
Make your own timeline.
Beginning – Proficient - Highly Proficient – Distinguished
Years 1-2 Years 3-4 Years 5-6 Years 7-8 Years 9-10
Years in Teaching Career Stage
Years 1-2 Beginning Teacher
Years 3-4 Beginning Teacher
Years 5-6 Proficient
43 | P a g e T e a c h e r I n d u c t i o n P r o g r a m (V e r s i o n 1.0)
1. In what career stage are you now as a teacher?
I’m a beginning teacher
2. In what career stage do you situate yourself 10 years from now?

I will become a Proficient teacher
3. What professional development activities would you engage in to achieve your desired career
stage?
I will attend seminars/workshop and pursue graduate studies.
B. Read
Answer the questions that follow.
1. What are the different career stages of teachers?

The different career stages are beginning teacher, proficient teacher, highly proficient teacher and
distinguished teacher.
2. How will you go to the next higher career stage?

I could go the next level by meeting/achieving all standards of a beginning teacher and should manifest/show
the qualities of a proficient teacher.
3. Is it possible for a beginning teacher to stay in 1 career stage for 5–10 years? Why or why not?
Yes, if that teacher could not meet/achieved all standards of a beginning teacher and does not
manifesting/showing qualities of a proficient teacher.

C. What I Learned
What are the seven domains of the PPST? Discuss each domain briefly based on your own understanding.
Domains Brief Discussion
This domain recognizes the importance of teacher’s mastery of content

Content Knowledge and
knowledge and its connectedness to other areas. Also, applications
Pedagogy
research-based knowledge and principles of teaching and learning.
This domain recognizes the teacher’s ability to create or provide an
Learning Environment environment that is safe, friendly and conducive for learning.
This domain emphasizes the role of the teacher in establishing learning

Diversity of Learners environment that are responsive to learners’ diversity.
This domain includes selecting teaching methods, learning activities, and

instructional materials or resources appropriate to learners and aligned to
Curriculum and Planning
the objectives of the lessons, learning competencies and performance
standards.
This domain includes the use of various appropriate assessment
Assessment and Reporting strategies to monitor and evaluate learning. And communicate clearly to
learners, parents and supervisors about the progress of learners.
This domain recognizes the establishment learning environments that
Community Linkages and respond to the aspirations of the community.
Professional Engagement
Personal Growth and This domain emphasizes the need of a teacher for continuing
Professional Development development personally and professionally.
1. What is the difference between domains and strands, and strands and indicators?
Domains are broad conceptual sphere of teaching and practices while standards are more
specific dimensions of teacher practice/s.
Strands are more specific dimensions of teacher practice while indicators are concrete,
observable, and measurable teacher behaviors/practices covered in every strand.
2. Why do we need to set standards for teachers?

We need to set standards for teachers for us to monitor and assess teachers’ performance. Also, it will
become the basis for the promotion.
3. As a beginning teacher, which do you consider as the most important among the seven domains?
Justify your stand.
For me the most important domain is the assessment and reporting because teacher should know how
use appropriate assessment tools and techniques to properly assess learners and to monitor their
progress. Results of the assessment can used to determine what interventions the learners should
take.
D. What I Do
Read thoroughly Domain 1 Content Knowledge and Pedagogy particularly the three indicators in the beginning
and proficient teachers. Answer the questions that follow.
1. Which of the indicators can you confidently say you are doing?
The indicators that I’m confidently doing are content knowledge and its application within and across
curriculum areas and positive use of ICT.
2. Which of the indicators are you NOT doing yet?

The indicator that I’m not yet doing is research-based knowledge and principles of teaching and learning.
3. What do you notice about the indicators from beginning to proficient teacher?
In the beginning teacher, indicators of are just manifestations or simply signs of the specific strand. While
in the proficient teacher, indicators are showing consistent application of the specific strand.
D. Read the following teaching practices. With all honesty, choose your answer by ticking (/) the
box that corresponds to your answer.
A- Always S- Sometimes N- Never
How often do you do the following in your teaching practice?
Indicators A S N
1. Demonstrates content knowledge and its application within and /or across
curriculum teaching areas
2. Shows skill in the positive use of ICT to facilitate the Teaching –Learning
Process
3. Demonstrates knowledge of strategies that promote reading and numeracy
skills
4. Applies teaching strategies that develop critical and creative thinking and/or
other higher order thinking skills
5. Demonstrates an understanding of the range of verbal and nonverbal

6. Classroom communication strategies that support learner understanding,
participation, engagement, and achievement.
7. Uses Mother Tongue, Filipino, and English to facilitate teaching and learning
8. Demonstrates understanding of research based knowledge and principle of
teaching and learning
E. What I Realize
Read thoroughly Domain 3 Diversity of Learners particularly the three indicators in the beginning and proficient
teachers. Answer the questions that follow.
1. What teaching practices do you think are responsive to the call of the indicators in Domain 3
to address diversity of learners?
Some teaching practices that I think responsive to the call of indicators in Domain 3 are:
a) Oral questioning
b) Drills/exercises
c) Board works
d) Role playing/dramatization
e) Drawing/illustration
2. To address learner diversity, what teaching practices would you employ to enable you to move from
beginning to the proficient career stage?
To address learner diversity I will employ are oral questioning, drills/exercises and board works.
Reflection
As a teacher, what are the indicators under beginning stage that you can do? Is it possible that you can move
to the higher career stage? Knowing where you are, what professional development goals could you prepare
based on your strength and areas for improvement?
I can the following indicators: first, demonstrate content knowledge and its application within and/or
across curriculum teaching areas. Second, show skills in the positive use of ICT to facilitate the teaching and
learning process. Lastly, demonstrate knowledge and understanding of differentiated teaching to suit the
learner’s gender, needs, strengths, interest and experiences.
For my professional development goals, first, I want to attend seminars or workshops on speech and
oral communication, handling learners with disabilities, giftedness and have talents, and especially in teaching
Mathematics to be more enjoying and interesting to the learners.
Based on the results of the self-assessment tool, make a professional development plan.
Professional Development Goal

Areas for Recommended Time Persons
Strengths
Improvement Development/Intervention Frame Involved
 Using ICT  Speech and oral  Seeking assistance or 1 – 4 years  Colleagues
communication mentorship of experienced  Head teacher
 Math teachers  School head
concepts  Assessing the  Resource
learners  Attend seminars and speakers
workshops
Post-Test
Check whether each statement is true or false.
TRUE FALSE
I. Learning outcomes should be aligned with the learning


objectives.

II. Providing safe learning environment is the sole duty of a
school head. 
III. There are 4 career stages from Beginning to Proficient 

Teacher.

IV. The number of years in service determines the career stages
of teachers. 

V. There are 37 Domains and 7 strands in the PPST.

VI. PPST stands for Philippine Professional Standards for Teachers. 

VII. Every teacher is expected to know diversity of learners.
VIII. Learners and parents should inform the teachers about the results of
the learning assessment.
IX. Beginning teachers can only get professional growth

through seminars.
X. All teachers need to have professional goals to improve

teaching practice.
Induction
Program (V e r s i o n1.0)
V. SESSION 5: CAREER PATH WITHIN THE DEPARTMENT OF
EDUCATION
Strand: Professional Development Goals
BTI 7.5.1 PTI 7.5.2
Show motivation to realize Set professional development goals

professional development goals based on the PPST.
based on the PPST.
Objectives
a. Determine the career stages based on the PPST
b. Assess the personal teaching practices based on the PPST
c. Prepare a road map to serve as the career path in the DepEd journey of a beginning teacher.
50 | P a g e
Teacher

n
1.0)
Pre-Test:
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write B if you think the
teacher being described is a beginning Teacher; P Proficient; HP for Highly Proficient; and
D for Distinguished Teacher after the number and write it in the blank provided.
B 1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
P 2. Manages learning programs and have strategies that promote learning based on the learning
needs of their students.
HP 3. Has a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy.
B 4. Possesses the requisite knowledge, skills, and values that support the teaching and learning
process.
HP 5. Is professionally independent in the application of skills vital to the teaching and learning
process.
D 6. Provides focused teaching programs that meet curriculum and assessment requirements.
B 7. Displays skills in planning, implementing, and managing learning programs.
P 8. Actively engages in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement.
B 9. Continually seeks to develop their professional knowledge and practice by reflecting on their
own needs, and those of their colleagues and students.
B 10. Consistently displays a high level of performance in their teaching practice.
B 11. Manifests an in-depth and sophisticated understanding of the teaching and learning process.
HP 12. Has high education-focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience.
HP 13. Embodies the highest standard for teaching grounded in global best practices.
B 14. Exhibits exceptional capacity to improve their own teaching practice and that of others.
D 15. Recognized as leaders in education, contributors to the profession, and initiators of

collaborations and partnerships.
Glossary of Terms
Term Definition
Previous rated the aspirants of required experiences with at least
Performance descriptive rating of very satisfactory (VS) for the three
previous school years (SYs).
Outstanding the meritorious achievements, innovations, and research
Accomplishments attained and produced by the aspirants.
Education the educational degree of the aspirants relative to job
description for aspired position specified in the qualification
standards.
Learning and the attended trainings, developed innovations, attained
Development recognitions, and implemented research.
Interview process that captures potential performance of the aspirants
(Behavioral through past experiences.
Event)
Professional process that focuses on improving the competencies of
Development personnel in line with their mandated roles and
responsibilities in order for them to achieve expected
standards (MPPD 2010).
Professional personalized individual learning pathway gearing toward
Growth personal and professional growth.
(professionalgrowth.sweetwaterschools.org.)
Career Pathing process to chart a course for progress on career laterally
Beginning have gained the qualifications recognized for entry into the
Teachers teaching profession
have a strong understanding of the subjects/areas in which
they are trained in terms of content knowledge and
Pedagogy
possess the requisite knowledge, skills, and values that
support the teaching and learning process
manage learning programs and have strategies that promote
learning based on the learning needs of their students
seek advice from experienced colleagues to consolidate their
teaching practice
Proficient professionally independent in the application of skills vital
Teachers to the teaching and learning process
provide focused teaching programs that meet curriculum
and assessment requirements
display skills in planning, implementing, and managing
learning programs
actively engage in collaborative learning with the
professional community and other stakeholders for mutual
growth and advancement
are reflective practitioners who continually consolidate the
knowledge, skills and practices of Career Stage 1 teachers
Highly Proficient display a high level of performance in their teaching practice
Teachers manifest an in-depth and sophisticated understanding of
the teaching and learning process
have high education-focused situation cognition, are more

1.0)
Term Definition
adept in problem solving and optimize opportunities gained
from experience
provide support and mentoring to colleagues in their
professional development, as well as work collaboratively
with them to enhance the learning and practice potential of
their colleagues
continually seek to develop their professional knowledge
and practice by
reflecting on their own needs, and those of their colleagues
and students
Distinguished embody the highest standard for teaching grounded in
Teachers global best practices
exhibit exceptional capacity to improve their own teaching
practice and that of others
recognized as leaders in education, contributors to the
profession and initiators of collaborations and partnerships
create lifelong impact in the lives of colleagues, students
and others
consistently seek professional advancement and relevance
in pursuit of teaching quality and excellence
exhibit commitment to inspire the education community
and stakeholders for the improvement of education
provision in the Philippines
Key Concepts
1. Creating a career path is an essential component of your lifelong career toward developmental
growth of your profession as teacher.
2. Career pathing requires the teacher to take an honest look at their career goals, skills, needed
knowledge, experience, and personal characteristics requiring a plan to obtain what is necessary to
carry out the career path.
3. You can develop a career path by looking at your desired job/jobs within the organization. Then, chart
a course put it in writing and then own it.
4. Recognizing and reflecting on these stages provides teachers lateral movement, transfers,
promotion in rank and positions, and rewards and recognitions.
5. Attaining the desired goals will also require the teachers to develop skills, pursue employee development
opportunities, and obtain certain experiences as they progress along their career path through the
organization.
6. Coaching and mentoring assistance from the more experienced teachers, master teachers,
department heads, school heads, education program supervisors, and other experts in the field will
help and guide in coursing your paths.

1.0)
7. The entry level of a newly-hired teacher is Teacher I regardless of experience. A teacher may be promoted
to Teacher II or Teacher III depending on the units earned in their master’s degree and other qualifications
for promotion.
A Teacher III may opt to be a Master Teacher (MT) or a Head Teacher (HT) depending on the degree
that the teacher has earned. An MT or HT may opt to take the principal’s test and become school head
if he or she successfully passes the said test. In some cases, principals and teachers who have the
qualifications may apply directly to the division office, regional office, or even at the central office.
A. Study the table below and ask assistance from your mentor then answer the questions that
follow.
POSITION RANK
Teacher TI TII TIII
Master Teacher MTI MTII MTIII MTIV
Head Teacher HTI HTII HTIII HTIV HTV HTVI
School Head PI PII PIII PIV
1. What are the qualifications for a Teacher I to be promoted to Teacher II?

The qualifications are:
a. 20 years old
b. 20 MA units with at least one year in service
c. Equivalent (for every 3 years in service equivalent to credit units)
2. What are the qualifications for a Master Teacher? A Head Teacher?

The qualifications of a Master Teacher are:
a. Permanent teacher
b. Bachelor’s Degree for Teacher or its equivalent as provided in Magna Carta for Teachers
c. Very Satisfactory Performance for the last two years
d. At least 3 years teaching experience
e. At least 25 points in leadership and potential (Master Teacher I) or has been a demonstration teacher
on the district level plus 15 points in leadership and potential
The qualifications of a Head Teacher are:

a. Teacher for 3 years
b. TIC for 1 year
c. 12 MA units
3. Is it possible for a newly hired teacher to become a Master Teacher or Head Teacher after 1 year in
service? Why or why not?
No, because there is certain number of years in service as a requirement
B. Conduct a research and find out the qualification standards of different positions at DepEd that
you can apply for in the next years.
Position/ Salary Education Experience Training Eligibility

Title Grade
Teacher II 11 Bachelor’s degree in education or its Not required Not required RA 1080
equivalent with a major or minor, or (Teacher)
Bachelor’s degree in Arts and Science
with at least eighteen (18) units in
professional education
Teacher III 12 Bachelor’s degree in education or Not required Not required RA 1080
its equivalent with a major or (Teacher)
minor, or Bachelor’s degree in Arts
and Science with at least eighteen
(18) units in professional education
Master 16 Bachelor’s degree in education or 1 year of 4 hours or RA 1080
Teacher I its equivalent with a major or relevant relevant (Teacher)
minor, or Bachelor’s degree in Arts experience training
and Science with at least eighteen
(18) units in professional education
Head Teacher I 14 At least 12 MA units in the fields of 3 years teaching 24 hours of RA 1080
administration, supervision, leadership or experience and relevant raining (Teacher)/
management TIC or OIC for at PBET
least 1 year
Principal I 19 Master’s degree in the fields of Two (2) years as 40 hours of RA 1080
administration, supervision, leadership or HT III for relevant (Teacher)/
management elementary; training
PBET
Two (2) years as

HT VI for
secondary
Public Schools 22 Master’s degree in Education or other 5 years 16 hours of RA 1080

District relevant master’s degree cumulative relevant (Teacher)/
Supervisor experience as training
Master Head PBET
Teacher or
Principal
Education 22 Master’s Degree in Education or other 2 years as 8 hours of Teacher/LET/

Program relevant Master’s Degree with Specific Principal/Head relevant RA 1080
Supervisor Area of Specialization /Master Teacher training
C. Resolve the issue
Teacher A is a Teacher III in Rizal Elementary School for 5 years. She was able to earn a master’s degree in
educational leadership and management with specialization in Curriculum, Instruction, and Assessment.
Coincidentally, there is one Master Teacher I (Salary Grade 19) item available in the school and one Senior
Education Program Specialist (SG 19) in the division office. The division office and the school are situated in
the city. Given the situation, if you are Teacher A, which position would you choose? Why?
I will choose Master Teacher I because fits the qualifications I have as stated above.
D. My Gains
Answer the questions that follow.
1. What did you learn about professional development? What is the connection between personal growth
and professional development?
Personal development is very important to enhance our professional skills or competencies to perform
my duties and responsibilities.
2. How does professional development affect your teaching performance?

It will really affect my teaching performance by applying the different techniques and strategies.
3. Would you recommend these professional development activities to your colleagues? Why or
why not?
Yes, so that all us will improved for the betterment of the leaners
E. Beginning with an End in Mind
Knowing your own strengths and weaknesses, draw a professional development road map. Make this
activity an illustration of your personal journey, and how you view yourself 6 years from now.
Here’s what’s required on the road map:
The first stop on the road map should be your entry to public school system; you can decide how the map “ends”
in 10 years from now.
There should be five other “stops” on the map, representing different key concepts that could help
or hamper your journey in achieving professional development. They may be experiences that you
have or have yet to experience.

Record three major future events that you hope will happen on your road map. Indicate on your map
your age when you want these things to happen. (Possible examples- graduating from graduate
school, getting promoted, implemented innovations, and improved teacher development stage etc.)

The map should have small illustrations of each event—this can be a symbol, picture, magazine cut-out, clip art,
etc.

The map should be in color! How you decorate and map out your professional growth journey is
up to you.
Be guided by the following rubric:

Level 1 Level 2 Level 3 Level 4
Road map
includes
Road map
One or more
Includes
all required
Road map
required
includes all required
element elements as
Required
well
Elements all required elements and
is missing
from as a few
elements. one additional
the road map. additional
element.
elements.
The road map Some events Each event is Each event is

illustrated with
Map lacks are illustrated illustrated with
a detailed and
Illustrations illustrations with an image an image or
creative image
for life events or symbol. symbol.
or symbol.
The road map The road map

The road map
The road map presentation presentation
presentation
Presentation lacks demonstrates demonstrates
demonstrates
and neatness, Some excellent
neatness,
Creativity creativity, and neatness, neatness,
effort, and
effort. effort, and effort, and
creativity,
creativity, creativity,
The first step is to sketch out your life map before you actually start the project.
Use the space below to create a rough sketch.

My Professional Development Road Map
Beginning Teacher
2018
Adjustment Seminars/Workshops
Period 2020
Financial
Problems
Crucial
Decisions
Master’s Degree
2024
More Seminars and
Workshops 2025
Time Management
Problems
Health Issues or
Problems
Proficient Teacher
2028
Reflection
Choose ONE of the two writing prompts to write a well-developed response in paragraph form.
1. From your map, choose two events to write about. Consider the following questions when writing about
each of these: why did you choose to include this event on your map? How will this event affect your
pursuit for professional development?
OR
2. From your map, choose your top future entry (goal) and clearly describe what steps you could take to
help you reach this goal (minimum of three steps). Describe what resources you would need to meet
these goals. Why is it important for you to achieve such professional growth?
First the “Adjustment Period”, included this because it is very important to adjust/cope or know
where should I place myself with the new environment, the system, culture and how things are working
in the public schools. Also I want to establish mu own way of handling or managing my students, work
and specially the time. And also I included “Getting Master’s Degree” because even before, I really want
to pursue graduate studies to know or learn more about certain concepts that I’m really caught my
interest like the proper way of assessing the students’ learning. Then, I want improved myself while I’m
having my journey to get My Master’s Degree.
Post-Test
INSTRUCTION: Read the characteristics of teachers in their respective stages. Write B if you think the
teacher being described is a beginning Teacher; P Proficient; HP for Highly Proficient ; and
D for Distinguished Teacher after the number and write it in the blank provided.
B 1. Seeks advice from experienced colleagues to consolidate their

teaching practice.
P 2. Manages learning programs and have strategies that promote learning based on the learning
needs of their students.
HP 3. Has a strong understanding of the subjects/areas in which they are trained in terms of content
knowledge and pedagogy.
B 4. Possesses the requisite knowledge, skills, and values that support the teaching and learning
process.
HP 5. Is professionally independent in the application of skills vital to the teaching and learning
process.
D 6. Provides focused teaching programs that meet curriculum and assessment requirements.
B 7. Displays skills in planning, implementing, and managing learning programs.
P 8. Actively engages in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement.
B 9. Continually seeks to develop their professional knowledge and practice by reflecting on their
own needs, and those of their colleagues and students.
B 10. Consistently displays a high level of performance in their teaching practice.
B 11. Manifests an in-depth and sophisticated understanding of the teaching and learning process.
HP 12. Has high education-focused situation cognition, are more adept in problem solving and optimize
opportunities gained from experience.
HP 13. Embodies the highest standard for teaching grounded in global best practices.
B 14. Exhibits exceptional capacity to improve their own teaching practice and that of others.
D 15. Recognized as leaders in education, contributors to the profession, and initiators of

collaborations and partnerships.
VI. SESSION 6: MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
Domain 6: Community Linkages and Professional Engagement
Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2
Regularly review personal teaching practices

Be aware of existing laws and regulations that using existing laws and regulations that apply to
apply to the teaching profession. the teaching profession.
Objectives
a. Demonstrate awareness on the Magna Carta of Public School Teachers in Basic Education and
your professional rights, opportunities, benefits, and responsibilities.
b. Reflect on the personal teaching practice in relation to the relevant provisions of the
Magna Carta.
c. Write a commitment on how you will perform your rights and responsibilities guided by the Magna
Carta.
1.0)
Pre-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public school teachers is called
Magna Carta for Public School Teachers.
2. All persons engaged in classroom teaching in any level of instruction whether full or part
time basis are called teacher.
3. In Article I, minimum educational qualification is only one of the criteria on recruitment, selection and
promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the Article III in the Magna Carta
for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and or hospitalization, and
reimbursement for travelling expenses in regions where there is a scarcity of medical facilities
are under the provision of Magna Carta on Article IV.
6. The additional unit requirement to be taken in case a person is a graduate of bachelor’s degree in
arts and sciences is called __________.
7. The act that states before any person is allowed to practice as a professional teacher in the
Philippines, one must have a valid certificate of registration and a valid professional license from the
PRC is known as
________________.
8. The actual number of hours of classroom teaching in a day that a teacher needs to render is six (6)
hours.
9. Study leave and indefinite leave are kinds of entitled leaves given to a teacher under the
Article V of the Magna Carta.
10. The section on Article VI of the Magna Carta for Public School Teachers allows the teacher to
establish and join organizations to further and defend their interests.
Key Concepts
1. As teachers’ efforts are being recognized in building the nation, an Act was passed into law to look
after the welfare of the public school teachers and to promote, improve, and secure the professional
rights of a teacher—known to be the RA 4670 or Magna Carta for Public School Teachers.
2. A teacher is defined in this act as “all persons engaged in teaching (look into the provision of the law:
in any level of instruction, on full-time basis) basic education in public schools and all other persons
performing supervisory functions in all public schools in basic education, specifically: department
heads, assistant school heads, school heads, district, division, and regional supervisors, assistant
schools division superintendent, schools division superintendents, assistant regional directors, regional
directors and bureau/service/center directors, but shall not include support personnel such as legal,
medical and dental, planning, property/ supply, financial and human resource employees.”
3. The Magna Carta for Public School Teachers aims to improve the social and economic status of public
school teachers in basic education, their living and working conditions, employment, and career
prospects.
Activity 1. THROWBACK
1. Recall a time when you were recruited and employed at DepEd. What were the challenges and
problems you encountered and how did you overcome them.
When I’m employed at DepEd, one problem that I experienced was financial problem, even now
I’m still having difficulty to resolve it. But I have no choice but to look for ways and means so that
I could survive or overcome this problem. One of which is I’m seeking help and support with my
Aunt and my Girlfriend.
2. Illustrate the process experienced on the manner you were recruited, selected, and
appointed.
Submitting
Application Requirements
(Submission of Waiting for
Waiting for for and First Day of
Requirements, the
Demo , ETP , the RQA Waiting for the Duty
Apporval of Appointment
etc.)
the ROV
3. Illustrate the things and objects symbolic of the process of recruitment, selection, and
appointment you have experienced. For example, a small stone signifies an easy process
and a huge to very huge stone indicates the degree of difficulty on a particular stage of your
recruitment, selection, and appointment.
The object that would symbolize the process of my recruitment, selection and
appointment is a rope with multiple knots. Each knot represents the stages and challenges
that I need to pass and overcome.
Activity 2. Answer the following questions by putting a check mark inside the circle if you Agree or
Disagree to the following statements and then justify your answer on the space provided.
A DA
 1. As teachers are professionals and hired as the right people to the right position, it follows that
in exercising professionalism in teaching, they need to know the standards that they need to
teach, and the need to know on how to teach in the most effective ways.
I agree, because teacher must be equipped with the content mastery and various teaching on
how to teach it so that students could learn and improve themselves.
2. Being well-compensated in monetary and other benefits in teaching, it is a must for teachers to

render exemplary performance.
I agree, because it is a way of reciprocating the compensations and benefits that the
government is paying to us.
3. If the teachers teach well in their 6 hours of actual teaching loads and care more about their

students, the result would bring a favorable impact to students to do well and to do better in
their studies.
I disagree, because even though teachers were doing religiously their work there are other
factors that may/will hinder students to perform well or even to go school.
4. These are the following criteria with respective points used in the evaluation and selection

procedure in the hiring of Teacher 1. Education 20%, Teaching Experience 15%, LET/PBET
Rating 15%, Specialized Training Skills 10%, Interview 10%, Demonstration Teaching 15%,
and Communication Skills 15%.
I agree, because those are the criteria that were stipulated in the DepEd Order no. 7 s. 2015.
 5. No teacher may be transferred without his or her consent. Should there be an urgent need or
demand for transfer, the school superintendent must notify the teacher beforehand and state
the reasons.
I agree, because it is the right of a teacher to be informed if he/she will be transferred to other
station in accordance with Article II, section 6 of Magna Carta for Public School Teachers.
 6. Any dues can be deducted to teachers aside from what is stipulated by law.
Because that is prohibited under Article III, Section 21 of Magna Carta for Public School
Teachers
7. If a teacher reaches the age and service requirements for retirement, he or she is allowed to
enjoy the one-range salary raise.
Because it is in accordance with Article V, section 26 of Magna Carta for Public School
Teachers.
 8. It is just to pay additional compensation to a teacher who renders 8 hours of actual teaching.
Because there’s no such thing as overtime for teachers.
 9. If a teacher is married to one who is also a public school teacher, they are not allowed to teach
in the same school.
Because it is in accordance with Article11, section 26 of Magna Carta for Public School
Teachers.
10. During disciplinary procedures, teachers are not entitled to due process and must not be given
 a written notice, a time to access evidence, to make a defence, a time for preparation and
appeal.
Every teacher has the right to have due process in accordance with Article1, section 8 of
Magna Carta for Public School Teachers
Activity 3. Direction: Challenge yourself by justifying your answer to uphold the integrity and professional
duties of a teacher.
1. Any teacher engaged in actual classroom instruction shall not be required to render more than 6 hours of
actual classroom teaching per day with all the classroom teaching preparation, checking of given exercises
and other related work to their normal teaching duties. Provided however, that where the exigencies of the
service so require, any teacher may be required to render more than 6 hours but not exceeding 8 hours of
actual teaching hours a day. How does this affect your integrity and professional duties as a teacher?
It has a big impact to the integrity of a teacher because it is his/her prime duty to teach the students. If
due to exigency of service, if a teacher will refuse to have more than six hours of classroom instruction, it
lowers down the integrity of a teacher.
2. There shall be no discrimination whatsoever in the entrance to the teaching profession, and/or during in
exercising its duties or even in the termination of tenure in service. Does this affect your integrity and
professional duties as a teacher?
Yes, it does affect my integrity because if there is no discrimination I could exercise my beliefs, express
my ideas and do things that are in accordance with the rules and regulations of the school and the DepEd
which could help me in performing my duties and responsibilities.
3. As a teacher you submitted yourself in the evaluation and hiring process of your Schools Division by
following what was stipulated in DO 7, s. 2015. In the RQA, you were ranked number 1. It so happened the
appointing authority selected and appointed the teacher next in rank to you. Did the appointing authority
violate your rights as a teacher? Does this affect your integrity and professional duties as a teacher?
The selection/decision made by the appointing authority did not violate my right as a teacher. In fact, I
have no right to question the wisdom of the appointing authority. Also, it does not affect my integrity; for sure
there are reasons why they did such selection.
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?
Yes indeed, it’s very uplifting to know that the government/DepEd has the confidence and intrusted us
the responsibility to mold the next generation.
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?
This is true according to Article V, Section 26 on Magna Carta for Public School Teachers. It’s good to know
that the government is giving such kind of benefit valuing the hard work and service rendered by the teachers.
Reflection
In the Department of Education, we are saddened to hear news of malpractices of teachers in the profession.
Let us uplift ourselves and our profession. Write your commitment to complete the paragraph below.
As member of the DepEd learning community, I commit myself to help realize the DepEd mission and
vision. I promise to do necessary the things to teach the students, be responsible and accountable for their
progress, and follow the rules and regulations set by the school or the Department of Education. Also, uphold
the Vision, Mission and the Core Values of DepEd.
Post-Test
Fill in the blank with the correct answer.
1. An Act to promote and improve the social and economic status of public school teachers is called
Magna Carta for Public School Teachers.
2. All persons engaged in classroom teaching in any level of instruction whether full or part time basis
are called teacher.
3. In recruitment, minimum educational qualification is only one of the criteria on recruitment, selection,
and promotion appointment of teachers.
4. Cost of living allowance and special hardship allowance are under the Article III, Hours of Work and
Remuneration in the Magna Carta for Public School Teachers.
5. Free compulsory medical examination, free medical treatment and/or hospitalization, and
reimbursement for travelling expenses in regions that lack medical facilities are under the provision of
Magna Carta on Article IV, Health Measures and Injury Benefits.
6. The additional unit requirement to be taken in case a person is a graduate of bachelor’s degree in
arts and sciences is called qualification requirement.
7. The act that states before any person is allowed to practice as a professional teacher in the
Philippines, one must have a valid certificate of registration and a valid professional license from the
PRC is known as Philippine Teachers Professionalization Act of 1994 (RA No. 7836).
8. The actual number of hours of classroom teaching in a day that a teacher needs to render is six (6)
hours.
9. Study leave and indefinite leave are kinds of entitled leaves given to a teacher under the Article V,
Leave and Retirement Benefits of the Magna Carta.
10. The section on Article VI, Section 27 of the Magna Carta for Public School Teachers allows the
teacher to establish and join organizations to further and defend their interests.
Appendix
THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the social
and economic status of public school teachers, their living and working conditions, their terms of employment
and career prospects in order that they may compare favorably with existing opportunities in other walks of life,
attract and retain in the teaching profession more people with the proper qualifications, it being recognized that
advance in education depends on the qualifications and ability of the teaching staff and that education is an
essential factor in the economic growth of the nation as a productive investment of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall
apply to all public school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of
instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or vocational
instructors, and all other persons performing supervisory and/or administrative functions in all schools, colleges
and universities operated by the Government or its political subdivisions; but shall not include school nurses,
school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of
teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon the
approval of this Act, the following shall constitute the minimum educational qualifications for teacher-applicants:
a. For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary
Education (B.S.E.ED.);
b. For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a
major and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional
units in Education.
c. For teachers of secondary vocational and two years technical courses, Bachelor's degree in
the field of specialization with at least eighteen professional units in education;
d. For teachers of courses on the collegiate level, other than vocational, master's degree with a
specific area of specialization;
Provided, further, That in the absence of applicants who possess the minimum educational qualifications as
hereinabove provided, the school superintendent may 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.

1.0)
Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided,
however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person who
possesses the minimum educational qualifications herein above set forth but lacks the appropriate civil service
eligibility, such person shall be appointed on a provisional status and shall undergo a period of probation for not
less than one year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as
provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of
necessary civil service eligibility shall be extended permanent appointment for the position he is holding after
having rendered at least ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no
teacher shall be transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer
may be effected by the school superintendent who shall previously notify the teacher concerned of the transfer
and the reason or reasons therefore. If the teacher believes there is no justification for the transfer, he may
appeal his case to the Director of Public Schools or the Director of Vocational Education, as the case may be.
Pending his appeal and the decision thereon, his transfer shall be held in abeyance: Provided, however, that no
transfers whatever shall be made three months before any local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer
is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers.
A copy of the Code shall be furnished each teacher: Provided, however, that where this is not possible by reason
of inadequate fiscal resources of the Department of Education, at least three copies of the same Code shall be
deposited with the office of the school principal or head teacher where they may be accessible for use by the
teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage
of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and
d. the right to appeal to clearly designated authorities.
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his
case.

1.0)
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee
composed of the corresponding School Superintendent of the Division or a duly authorized representative who
should at least have the rank of a division supervisor, where the teacher belongs, as chairman, a representative
of the local or, in its absence, any existing provincial or national teacher's organization and a supervisor of the
Division, the last two to be designated by the Director of Public Schools. The committee shall submit its findings
and recommendations to the Director of Public Schools within thirty days from the termination of the hearings:
Provided, however, that where the school superintendent is the complainant or an interested party, all the
members of the committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married
couples, both of whom are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to render
more than six hours of actual classroom teaching a day, which shall be so scheduled as to give him time for the
preparation and correction of exercises and other work incidental to his normal teaching
duties: Provided, however, that where the exigencies of the service so require, any teacher may be required to
render more than six hours but not exceeding eight hours of actual classroom teaching a day upon payment of
additional compensation at the same rate as his regular remuneration plus at least twenty-five per cent of his
basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula
and out of school activities and any other activities outside of what is defined as normal duties of any teacher
shall be paid an additional compensation of at least twenty-five per cent of his regular remuneration after the
teacher has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five
per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this
section. Education authorities shall refuse to allow the rendition of services of teachers for other government
agencies without the assurance that the teachers shall be paid the remuneration provided for under this
section.
1.0)
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
a. they shall compare favorably with those paid in other occupations requiring equivalent or
similar qualifications, training and abilities;
b. they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
c. they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary
scale shall be such that the relation between the lowest and highest salaries paid in the profession
will be of reasonable order. Narrowing of the salary scale shall be achieved by raising the lower
end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a
maximum salary by means of regular increments, granted automatically after three years: Provided, That the
efficiency rating of the teacher concerned is at least satisfactory. The progression from the minimum to the
maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city,
municipal, municipal district, or provincial government, shall not be less than those provided for teachers of the
National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost
of living by the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living
index. The Secretary of Education shall, in consultation with the proper government entities, recommend to
Congress, at least annually, the appropriation of the necessary funds for the cost-of-living allowances of
teachers employed by the National Government. The determination of the cost-of-living allowances by the
Secretary of Education shall, upon approval of the President of the Philippines, be binding on the city, municipal
or provincial government, for the purposes of calculating the cost-of-living allowances of teachers under its
employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in
commuting to the place of work or other hazards peculiar to the place of employment, as determined by the
Secretary of Education, they shall be compensated special hardship allowances equivalent to at least twenty-
five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the
Philippines or its equivalent in checks or treasury warrants. Provided, however, that such checks or treasury
warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any banking
institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers
except under specific authority of law authorizing such deductions: Provided, however, that upon written authority
executed by the teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers
Association, and (2) premiums properly due on insurance policies, shall be considered deductible.

1.0)
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of charge
for all teachers before they take up teaching, and shall be repeated not less than once a year during the teacher's
professional life.
Where medical examination show that medical treatment and/or hospitalization is necessary, same shall be
provided free by the government entity paying the salary of the teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical
care with the right to be reimbursed for their traveling expenses by the government entity concerned in the first
paragraph of this Section.
Sec. 23. Compensation for Injuries. Teachers shall be protected against the consequences of employment
injuries in accordance with existing laws. The effects of the physical and nervous strain on the teacher's health
shall be recognized as a compensable occupational disease in accordance with existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools, they
shall be entitled to study leave not exceeding one school year after seven years of service. Such leave shall be
granted in accordance with a schedule set by the Department of Education. During the period of such leave, the
teachers shall be entitled to at least sixty per cent of their monthly
salary: Provided, however, That no teacher shall be allowed to accumulate more than one year study leave, unless
he needs an additional semester to finish his thesis for a graduate study in education or allied courses: Provided,
further, That no compensation shall be due the teacher after the first year of such leave. In all cases, the study
leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that the
teacher takes the regular study load and passes at least seventy-five per cent of his courses. Study leave of
more than one year may be permitted by the Secretary of Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of
the illness demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of
the applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the
computation of the lump sum of the retirement pay and the monthly benefits thereafter.
1.0)
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to further and
defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding
Section shall be exercised without any interference or coercion. It shall be unlawful for any person to commit
any acts of discrimination against teachers which are calculated to
(a) make the employment of a teacher subject to the condition that he shall not join an organization, or shall
relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or
because of participation in organization activities outside school hours, or with the consent of the proper school
authorities, within school hours, and (c) to prevent him from carrying out the duties laid upon him by his position
in the organization, or to penalize him for an action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation
of national educational policies and professional standards, and in the formulation of national policies governing
the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT
Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary rules and
regulations to implement the provisions of this Act. Rules and regulations issued pursuant to this Section shall
take effect thirty days after publication in a newspaper of general circulation and by such other means as the
Secretary of Education deems reasonably sufficient to give interested parties general notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the necessary
budgetary estimates to implement the provisions of the Act concerning the benefits herein granted to public
school teachers under the employ of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise
of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the
provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more
than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent
with the provisions of this Act are hereby repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any
provisions not affected thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

1.0)
VII. SESSION 7: CODE OF ETHICS

Strand: Professional Ethics
BTI 6.3.1 PTI 6.3.2

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

Demonstrate behaviors that uphold Demonstrate behaviors that uphold
the dignity of teaching as a the dignity of teaching as a profession
profession by exhibiting qualities by exhibiting qualities such as caring
such as caring attitude, respect, and attitude, respect and integrity
Integrity
Objectives
a. Demonstrate understanding of the key provisions of the code of ethics and become familiar with the
responsibilities of a professional teacher.
b. Describe how the code of ethics can help or guide a teacher in the day to day performance/tasks of his
work, hence resulting to a good teacher
c. Describe and become familiar with the responsibilities specified in the Code of Ethics for Professional
Teachers.
d. Exhibit professional behavior as set out by the Code of Ethics for Teachers in the Philippines.

1.0)
Pre-Test
Choose the letter with the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for honors visits you to ask about her
child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given honor student.
c. Respectfully reject the offer and explain that you might be accused of bribery.
d. Explain the chance of the daughter objectively and graciously accept the offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers regarding teacher and
business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially interested in any commercial
venture which furnishes textbooks and other school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income generation.
c. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the _________________ program of the PRC and shall pursue other
studies as will improve his efficiency, prestige and strengthen his competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement

d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the foremost concern of a
teacher?
a. Discuss the projects of the school.

b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.

5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting teaching. At
the end of the day she is totally burned out. If you were in her place from whom will you ask assistance?
a. from the principal c. from co-teachers
b. from the parents d. from pupils
Glossary of Terms
Terms Definition
Code of Ethics a guide of principles designed to help
professionals act with honesty and integrity. A
written set of rules and management to help them
conduct their actions in accordance with its
primary values and standards. (Oxford English
Dictionary)
Teacher a person who facilitate learners to gain knowledge,
skills, and values that enhance development. A
person who has the knowledge, skills, attitude,
and special trainings in teaching, explaining, and
educating. (R.A. 9155)
Professional a person who characterized by or conforming to
the technical or ethical standards of a profession.
A person who exhibits courtesy,
conscientiousness, and generally manners that
are acceptable resulting improvement of the
organization he belongs.
Behavior the way in which one acts or conducts oneself,
especially toward others and to the organization
he or she is serving.
School is an educational institution, private, and public,
understating operation with a specific age group of
pupils or students pursuing defined studies at
defined level, receiving instruction from teachers,
usually located in a building or a group of
buildings in a particular physical site. (R.A. 9155)
Learner any individual seeking basic literacy skills and
functional life skills or support services for the
improvement of the quality of his/her life (R.A.
9155)
Key Concepts
1. The Code of Ethics for Professional Teachers serves as guide for teachers specifically to new
teachers for them to exhibit proper behavior to the learning community at all times. It is imperative that
you observe and practice this set of ethical and moral principles, standards, and values.
2. In everyday life, you are confronted with the challenges to do the right thing. When you are faced with
professional decisions that seem to have ethical implications, there are conditions and provisions of
the Code of Ethics that will guide you to determine the best actions.
3. Teachers have the responsibility to push their learners to their full potential and to develop their
personality.
Teachers have great influence in the lives of their learners. They are expected to be
professionally competent in the practice of their profession. Moreover, they need also to
possess good reputation not only in the school but in the entire community. Having this big
responsibility in the learning environment, teachers must be guided by this document
which comprehensively discuss the different expectations from a teacher.

1.0)
5. As mandated in the Code of Ethics for professional teachers, you have the responsibility to interact
positively with parents, community members, and other stakeholders of the school. Contact with
parents must be conducted regularly and be kept professional and free from arguments. If you have
an issue with parents, community members, or stakeholders it must be presented during meetings
and conferences. Being a teacher you must recognize that education is a public service and strive to
keep the public informed of the programs, projects and activities.
6. In the school you are expected to collaborate with your school administrators, co-teachers, and other
personnel in order to provide a safe, friendly learning experiences for the learners.
7. As part of the DepEd organization, you are further expected to follow the directions and instructions
of your school administrator and higher DepEd officials.
8. Being a teacher, you should consider your co-teachers and other personnel in achieving the goals of
education. They must be treated with courtesy, consideration, and mutual respect. You should also
be punctual in the submission of office reports and other tasks to facilitate the completion of the work
by the support personnel.
Activities and Assessments
Activity 1. After reading the key concepts, work on the following:

Self-Reflection
I realized that …
Teacher as role model
Teachers have great influence in the lives of their learners. I am expected to be professionally
competent in the practice of their profession. Moreover, I need also to possess good reputation not only in
the school but in the entire community.
Teacher’s personality
In the school, I am expected to collaborate with my school administrators, co-teachers, and

other personnel in order to provide a safe, friendly learning experiences for the learners. I should treat
with courtesy, consideration, and mutual respect. I should also be punctual in the submission of office
reports and other tasks to facilitate the completion of the work by the support personnel. As part of
the DepEd organization, I am further expected to follow the directions and instructions of the school
administrator and higher DepEd officials
Teacher’s social adjustment
I should prepare myself to different situations. If I have an issue with parents, community
members, or stakeholders I should present it during meetings and conferences. Being a teacher I
must recognize that education is a public service and strive to keep the public informed of the
programs, projects and activities.
Teacher’s professional growth and development
I should continually grow personally and professionally, first, by attending seminar and
workshops to improve teaching skills. Second, I should be updated with the latest trends on teaching-
learning process. And lastly I should pursue graduate studies.
Teacher’s accountability
Teachers have the responsibility to push their learners to their full potential and to develop
their personality. And, held accountable to whatever the results of my actions.
Activity 2. Study the following cases. Guided by your understanding of the Code of Ethics for Professional
Teachers (Appendix 1), identify the article and the provision that can guide the teacher to come up with his best
action. Write your answers on the space provided in each number.
Case 1
Mr. Antonio B. Baguio received a complaint from the guardian of one of his students regarding the grade of his
daughter in English. Mr. Baguio listened to the complaint of the guardian with sympathy and referred it to the
teacher concerned for clarification.
Is Mr. Baguio right in his action

Article in the Code of
Provision statement (Explain based on the provision of
Ethics
the article)
Article IX: The Teacher A Teacher shall hear parent’s Yes, as teacher we should listen to
and Parents, Section 3 complaints with sympathy and the parents/ guardians to resolve
understanding, and shall discourage any conflicts for the betterment of
unfair criticism. the learners and for all.
Case 2
During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the fiesta directorate
chairman. Because of his talent, he accepted the task willingly even without any honorarium. He facilitated the
culture-based activities that resulted to a very organized celebration of their barrio fiesta.
Is it alright for Mr. Maya not to receive payment for the services he rendered during the barrio fiesta?
Is Mr. Maya right in his action

Article in the Code of
Ethics
the article)
Article X: The Teacher A teacher has the right to engage, Yes, however based on the Code of
and Business, Section 1 directly or indirectly, in legitimate Ethics, he can received payments
income generation; provided that it for rendering his service or
does not relate to or adversely affect generate income for his talents
his work as a teacher. provided that while doing such
works should not compromise his
work and duties as a teacher.
Case 3
Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is scheduled to hold its
Reading Camp on a Saturday. Relative to this activity, Mrs. Josie Rivera, the school principal, advised the
faculty to attend and help the organizers to facilitate the event.
Mrs. San Jose who is enrolled in a master’s degree program informed the principal that she could not make it for
she needs to attend her Saturday class. Is it correct not to render service on a Saturday because of her studies?
Is Mrs. San Jose correct in his

Article in the Code of action
Provision statement
Ethics (Explain based on the provision of
the article)
Article IV: The Teacher Every teacher shall participate in the Mrs. San Jose is can refuse to
and the Profession, continuing professional education render her service on a Saturday
Section 3 (CPE) program of the professional due to her Master’s Degree because
regulation Commission, and shall it is part of her continuing
pursue such other studies as will professional development.
improve his efficiency, enhance the
prestige of the profession, and
strengthen his competence, virtues,
and productivity in order to be
nationally and internationally
competitive.
Case 4
Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor awardee but she
prefers Leonard, another student to get the recognition. In order to ensure that Leonard will get the highest
honor award, she gave Joel low grades in recitation and in performance tasks. Is it right to give Joel low grades
just to make Leonard the awardee?
Is Mrs. Amores right in his

Article in the Code of action
Provision statement
Ethics (Explain based on the
provision of the article)
Article VIII: The Teachers A teacher has a right and duty to Mrs. Amores’ action was wrong. She
and Learners, Section 1 determine the academic marks and should never be biased or have no
the promotions of learners in the favouritism and the like to the
subject or grades he handles, learners.
provided that such determination shall
be in accordance with generally
accepted procedures of evaluation
and measurement. In case of any
complaint, teachers concerned shall
immediately take appropriate actions,
observing due process.
Case 5
Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal would ask him to attend
training, he would always decline and would ask another teacher to attend the said training. Is this proper?
Is Mr. Reyes correct in his action

Article in the
Code of Ethics
the article)
Article IV: The Teacher Every teacher shall participate in the His action was wrong because as a
and the Profession, continuing professional education professional teacher he should
Section 3 (CPE) program of the professional attend seminars and trainings to
regulation Commission, and shall enhance or improve himself and be
pursue such other studies as will competitive.
improve his efficiency, enhance the
prestige of the profession, and
strengthen his competence, virtues,
and productivity in order to be
nationally and internationally
competitive.
ACTIVITY 3. Now that you are done reading and analyzing the different provisions and articles specified in the
Code of Ethics for Professional Teachers, you are requested to share your insights focusing on the learning that
you gained from this session and at the same time, other information that you think are necessary to understand
about the Code of Ethics.
What are my significant learnings? How will these learnings be of help to you as a teacher?
The Code of Ethics for Professional Teachers What was stated in the Code of Ethics will be my
itself guide being a professional teacher. Also, those set of ethical
standards can be off help to perform my duties and
responsibilities to the learners, parents, school, community
and country. And, gave me idea on how to handle or
behave to certain situation that would not compromise my
profession.
Other information relative to Code of Ethics

How will these learnings be of help to you as a teacher?
that I want to know
The legal bases that lead to the formation of To know that the Code of Ethics is for real. This
the Code of Ethics for Profession Teachers. helps me not to take for granted the ethical standards that
enclose to it and follow it.
MY PLEDGE OF COMMITMENT
I, APRIL G. DATAHAN, teacher I of JV FERRIOLS NATIONAL HIGH 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.
____APRIL G. DATAHAN______
Name and Signature of Teacher
Reflection
Study the following situations. Choose the best option by putting a check on the space provided for
each choice. Explain your answer.
Situation no. 1
Being a person known for his integrity and credibility, Mr. Elbert R. Tolentino has been serving as part of the
Board of Election Canvassers for the past 10 years. However, in the coming elections, his mother will be running
as barangay captain. Because of this, he is asked to campaign for her. Is it alright for him to campaign for his
mother’s candidacy? Explain your answer.
It is not alright for him to campaign for his mother because that is a violation of Article II, Section 5 of
the Code of Ethics for Professional Teachers.
Situation no. 2
Mr. Mario Ocampo, who has been teaching for the last 25 years, refused to attend an important conference in
Mindanao. Every time he is asked by the principal to attend such an activity, he always requests a new teacher
to attend. As a professional teacher, is it right to express refusal in attending conferences.
If his reason is valid then it is alright to refuse, however if his reason is invalid then he violated Article
IV, Section 3 of the Code of Ethics for Professional Teachers.
Situation no. 3
Ms. Rose Q. Reyes posted two-piece swimwear picture of herself in her Facebook page. She received negative
comments from the community and stakeholders. Ms. Reyes justified that she has the right to post anything on
her Facebook account since it was her personal account. Is it right for Mrs. Reyes to do such?
Though she has the right to post such photographs in Facebook but she is a teacher, she should live
with self-respect, dignity and maintain at all times a dignified personality.
Situation no. 4
During barangay fiesta, Mr. Ben Y. Maya was designated as the fiesta directorate chairman. Because of his
talent, he accepted the task willingly even without any honorarium. He facilitated culture-based activities that
made their barangay fiesta a significant one. Is it alright for Mr. Maya not to receive any compensation for his
services rendered since this will be a precedent for the succeeding activity coordinator?
Yes, it is fine for Mr. Maya not to receive any compensation for his service and because will not violate
any provision/s on the Code of Ethics.
Situation no. 5
Mrs. Dae P. Habalo, of Sibulan National High School refused to admit a student for not being a resident of the
said barangay where the school is located. Is it right for her to do so?
No, it is right to refuse learners to enrol to any school as stated in Article VIII, Section 2 of the Code of
Ethics, a teacher shall recognize that interest and welfare of leaners are the first and foremost concern, and shall
handle each them justly and impartially.
Situation no. 6
Traditionally, a civic parade is held with school participating during Independence Day. All teachers and students
are required to attend. All of Mrs. Katherine Y. Sedillo’s students are excited to join the said parade but she did
not join them due to personal reason and only asked the president of the class to check the attendants of his
classmates. Is the decision of Mrs. Sedillo not answerable for any untoward incident to happen to the students?
Mrs. Sedillo is accountable if there would be untoward incident will happen because she should have
consider first the welfare of her students and should not rely solely on the class president to check the
attendance. She could ask somebody to look for her students.
Situation no. 7
Madam Estelita Ramos, a teacher III at Malunta Elementary School has a take-home pay of P 7,500.00 every month.
She decided to borrow money from Provincial Savings Bank with a monthly deduction of P3,500. In the same month
she also borrowed money to First Diamond Lending Company with a monthly deduction of P 3,500.00. In the first 2
months she enjoyed a take home
pay of P7,500.00 because the 2 lending institutions will deduct on the 3rd month from the date she borrowed. Is
it alright for Mrs. Ramos to borrow the amount considering that she don’t have enough take home pay when the
deduction will take effect?
Definitely it is not alright because should will not have enough money for her and for her family. She
and her family will suffer greatly or will have a hard time in their daily lives in terms of their basic needs. Also,
this will have an effect to her performance as teacher.
Situation no. 8
Mr. Ricky dela Cruz is one of the youngest teacher in Silab Community High School. Due to his young age he
has lots of friends and barkadas. After school hours, he is always seen with his friends in an internet café playing
Dota, in gambling dens, and in beerhouses. He also frequently seen in discos during weekends. Is Mr. Cruz
acting as a good model to his students?
No, he should have controlled himself in engaging those kinds of activities. According to Article XI,
Section 3 on the Code of Ethics for Professional Teachers, a teacher shall maintain at all times a dignified
personality which could serve as a model worthy of emulation by learners, peers and all others.
Post-Test
Choose the letter of the correct answer.
1. Toward the end of the school year, the mother of one of the candidates for honors visits you to ask about her
child’s chances of graduating with honors.
She brings a basket of fruits in season for you. What should you do?
a. Reject the basket of fruits and tell her that you have enough at home.
b. Accept the fruits and assure the mother that the daughter will be given honor student.
c. Respectfully reject the offer and explain that you might be accused of bribery.
d. Explain the chance of the daughter objectively and graciously accept the offer.
2. Which of the following is NOT correct under the Code of Ethics for Teachers regarding teacher and
business?
a. No teacher shall act, directly or indirectly, as agent of, or be financially interested in any
commercial venture which furnishes textbooks and other school commodities.
b. A teacher has no right to engage, directly or indirectly, in legitimate income generation.
c. A teacher shall maintain a good reputation with respect to the financial matters such as in the
settlement of his debts and loans in arranging satisfactorily his private financial affairs.
d. None of the above.
3. Every teacher shall participate in the _________________ program of the PRC and shall pursue other
studies as will improve his efficiency, prestige, and strengthen his or her competence.
a. Professional Enhancement
b. Maximizing Learning Competence
c. Continuing Educational Enhancement

d. Continuing Professional Education
4. During the distribution of the report card, which of the following must be the foremost concern of a
teacher?
a. Discuss the projects of the school.

b. Discuss the progress as well as the deficiencies of the students.
c. Discuss the unsettled bill of the students.
d. Discuss the complaints of other teachers and classmates of the students.
5. Miss Reyes is a new teacher like you. During her first few weeks in school, she felt like quitting teaching.
At the end of the day she is totally burned out. If you were in her place from whom will you ask assistance?
a. from the principal

b. from the parents
c. from co-teachers
d. from pupils
Appendix
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers
Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional
Teachers hereby adopt the Code of Ethics for Professional Teachers.
Preamble
Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as
technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe,
and practice this set of ethical and moral principles, standards, and values.
Article I: Scope and Limitations
Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all
competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers
in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool,
primary, elementary, and secondary levels
whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing supervisory and /or administrative functions in all school at
the aforesaid levels, whether on full time or part-time basis.
Article II: The Teacher and the State
Section 1. The schools are the nurseries of the future citizens of the state;
each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to
learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country,
instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the
state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and
shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be
physically, mentally and morally fit.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the
administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so,
they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of
teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming
full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified
administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it
their cooperative responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them such
as recommending them for promotion, giving them due recognition for meritorious performance, and allowing
them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of
their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing
laws.
Article VIII: The Teachers and Learners
Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the
subject or grades he handles, provided that such determination shall be in accordance with generally accepted
procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take
appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall
deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for
requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the
teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the
learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their
scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.
Article IX: The Teachers and Parents
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to
merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of
learner under him, exercising utmost candor and tact in pointing out the learner's deficiencies and in seeking
parent’s cooperation for the proper guidance and improvement of the learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair
criticism.
Article X: The Teacher and Business
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it
does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement
of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial
venture which furnish textbooks and other school commodities in the purchase and disposal of which he can
exercise official influence, except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations; provided, further, that members of duly
recognized teachers cooperatives may participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person
Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with
dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all
relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of
emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.
Article XII: Disciplinary Actions
Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring
teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a
Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation
of his temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836, and under Rule 31,
Article VIII, of the Rules and Regulations Implementing R.A. 7836.
Article XIII: Effectivity
Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60)
days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.
SESSION 8: RESULTS-BASED PERFORMANCE
MANAGEMENT SYSTEM (RPMS)
Desired Learning Outcomes
DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
STRAND: PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE
BTI 7.4.1 PTI 7.4.2
UNDERSTAND HOW PROFESSIONAL REFLECTION AND DEVELOP A PERSONAL PROFESSIONAL IMPROVEMENT

LEARNING CAN BE USED TO IMPROVE PRACTICE. PLAN BASED ON REFLECTION OF ONE’S PRACTICE AND
ONGOING PROFESSIONAL LEARNING.
Objectives
a. Understand individual performance and one’s personal accountability in becoming an effective

teacher through the RPMS.
b. Reflect on current teaching practices and identify development needs for personal and
professional improvement.
c. Prepare Individual Performance Commitment and Review Form (IPCRF)/Personal Professional

Improvement Plan (PPIP) based on the reflection to ensure improve practices.
Glossary of Terms
Term Definition
Effectiveness/ The extent to which actual performance
Quality compares with targeted performance.
The degree to which objectives are achieved and
the extent to which targeted problems are solved.
In management, effectiveness relates to getting
the right things done.
Efficiency The extent to which time or resources is used for
the intended task or purpose.
Measures whether targets are accomplished with
a minimum amount of quantity of waste,
expense, or unnecessary effort.
In management, efficiency relates to doing the
things right.
Head of Agency (Principal) refers to the app roving authority enumerated in
Annex A (DO 2, s 2015) who determines the final
performance rating of an individual employees
based on proof of performance
Individual Performance the form that shall reflect the individual
Commitment and Review Form commitments and performance, which shall be
(IPCRF) accomplished by individual employees.
Key Result Area (KRA) They refer to the general outputs or outcome–the
mandate or the functions of the office and/or the
individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O.
No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs
capture the Domains of the PPST – a document
that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and
Pedagogy, (2) Learning Environment and
Diversity of Learners, (3) Curriculum and
Planning, (4) Assessment and Reporting, and the
(5) Plus Factor.
Major Final Output (MFO) a good or service that an organization, unit, or
individual personnel is mandated to deliver to
internal and external clients through the
achievement of specific objectives under the key
result areas
Means of Verification (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’
attainment of objectives. They have been
judiciously selected to show evidence of
attainment of objectives.
Teachers gather, select, organize and annotate
MOV to help Raters in assessing teacher
performance.
MOV include classroom observation tool (COT)
rating sheet and/or interobserver agreement
form; lesson plans/modified daily lesson logs
(DLLs); instructional materials; formative and
summative assessment tools; compilations of
student outputs; certificates of attendance to
professional development activities like graduate
studies, seminars, forums, and/or learning
action cells; and evidence showing the conduct
of collaborative activities with parents/
colleagues/other stakeholders.
Objective They are specific tasks that an office and/or
individual employee needs to do to achieve the
KRAs.
In the RPMS Tools, teachers target thirteen (13)
objectives to realize the five (5) KRAs. These
objectives are aligned with the indicators of the
Philippine Professional Standards for Teachers
(PPST).
Performance Indictor (PI) This part provides the exact quantification of
objectives, which shall serve as the assessment
tool that gauges whether performance is positive
or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators
provide descriptions of quality and quantity
given five performance levels: 5-Outstanding, 4-
Very Satisfactory, 3-Satisfactory, 2-
Unsatisfactory, and 1-Poor.
Performance Monitoring and the form intended for capturing the significant
Coaching Form (PMCF) incidents.
Ratee are the teachers from all career stages, Teacher
I-III and Master Teacher I-IV who submit their
portfolios as evidence of their teaching
performance.
Senior High School teachers, including those
who are in probationary status, shall use the
tools corresponding to their current
rank/position, regardless of the years in service.
Rater refer to the School Heads (e.g. Principals,
Teachers-in-Charge, Head Teachers),
Department Heads and/or Master Teachers who
assess teacher portfolios to gauge teacher
performance.
Result-based Performance RPMS Tools pertain to the two different teacher
Management System (RPMS) performance assessment instruments, one for
Tools Teacher I-III (Proficient Teachers) and another for
Master Teacher I-IV (Highly Proficient Teachers).
Each tool describes the duties and
responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of
those duties and the specific objectives to attain
the KRAs. Each tool also presents in detail the
various Means of Verification (MOV) that serve as
proof of the attainment of specific objectives
alongside performance indicators, from
outstanding to poor performance, to help both
Ratees and Raters in the assessment process.
Timeliness Measures whether the deliverable was done on
time based on the requirements of the rules and
regulations, and/or clients/stakeholders.
Time-related performance indicators evaluate
such things as project completion deadlines,
time management skills and other time-sensitive
expectations.
Key Concepts
1. Who uses the RPMS Tools?
Raters and Ratees from across career stages use the RPMS Tools for gauging the quality of teacher
performance.
Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge, Head Teachers),
Department Heads and/or Master Teachers who assess teacher portfolios to gauge teacher performance.
Ratees are the teachers from all career stages, Teacher I-III and Master Teacher I-IV who submit their
portfolios as evidence of their teaching performance. Senior High School teachers, including those who are in
probationary status, shall use the tools corresponding to their current rank/position, regardless of the years in
service.
2. What are the RPMS Tools?
RPMS Tools pertain to the two different teacher performance assessment instruments, one for Teacher I-III
(Proficient Teachers) and another for Master Teacher I-IV (Highly Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages; the Key Result Areas (KRAs)
for the realization of those duties and the specific objectives to attain the KRAs. Each tool also presents in detail the
various Means of Verification (MOV) that serve as proof of the attainment of specific objectives alongside
performance indicators, from outstanding to poor performance, to help both Ratees and Raters in the assessment
process.
RPMS Tool for Teacher I-III (Proficient Teachers). This tool is for Teacher I, Teacher
II and Teacher III (TI-TIII). They are expected to be proficient in their practice and professionally
independent in the application of skills vital to the teaching and learning process.
Generally, teachers at this level are expected to: (i) display skills in planning, implementing, managing and
evaluating learning programs; (ii) actively engage in collaborative learning with the professional community
and other stakeholders for mutual growth and advancement; and (iii) reflect on their practice to continually
consolidate the knowledge, skills and practices of career stage 1 teachers.
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers). This tool is for Master Teacher I to Master
Teacher IV. They are expected to be at the Highly Proficient career stage, which means that they consistently display
a high level of performance in their teaching practice. Generally, Master Teacher I-IV are expected to: manifest an in-
depth and sophisticated understanding of the teaching and learning process; • have high education-focused situation
cognition, are more adept in problem solving and optimize opportunities gained from experience; provide support and
mentoring to colleagues in their professional development, as well as work collaboratively with them to enhance the
potential for learning and practice of their colleagues; and • continually seek to develop their professional knowledge
and practice by reflecting on their own needs and those of their colleagues and learners.
3. What are the parts of the RPMS Tools?
All RPMS Tools contain the following parts:
Job Summary. This part shows the position and the competency profile of the ratee.
Qualification Standards. This part lists the Civil Service Commission (CSC) requirements and
other preferred requirements for the particular position.
Duties and Responsibilities. This section presents all the duties and responsibilities of the teachers,
which vary in complexity or expectation depending on the teachers’ position or rank.
Key Result Areas. They refer to the general outputs or outcome–the mandate or the functions of the office
and/or the individual employee. The KRAs are the very reasons why an office and/or a job exists (D.O. No.
2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of the PPST – a document that defines
teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning Environment and Diversity of
Learners, (3) Curriculum and Planning, (4) Assessment and Reporting, and the (5) Plus Factor.
Objectives. They are specific tasks that an office and/or individual employee needs to do to achieve
the KRAs. In the RPMS Tools, teachers target thirteen
(13) objectives to realize the five (5) KRAs. These objectives are aligned with the indicators of the
Philippine Professional Standards for Teachers (PPST).
Means of Verification (MOV). The MOV column gives Ratees and Raters list of documents that can
prove the teachers’ attainment of objectives. They have been judiciously selected to show evidence
of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in assessing teacher
performance.
MOV include classroom observation tool (COT) rating sheet and/or interobserver agreement form; lesson
plans/modified daily lesson logs (DLLs); instructional materials; formative and summative assessment
tools; compilations of student outputs; certificates of attendance to professional development activities like
graduate studies, seminars, forums, and/or learning action cells; and evidence showing the conduct of
collaborative activities with parents/colleagues/other stakeholders.
Performance Indicators. This part provides the exact quantification of objectives, which shall serve as
the assessment tool that gauges whether performance is positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions of quality and quantity given five
performance levels: 5-Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
4. What are the steps in the RPMS?
Refer to the Results-Based Performance Management System Manual for Teachers and School Heads for your
guide to using RPMS Toos for Teachers, from portfolio preparation to assessment.
Recall your teaching practices and make a list of your strengths and development needs.
Strengths Development Needs Action to be undertaken Timeline Resources Needed
 Collaborative  Needs to be  Attended seminar  2018 to  Personal
more appealing and workshops 2020 resources
 It is simple and to the students
easy to  Research on the
understand Internet for the latest
trend on effective
 Student- teaching strategies
centered
Provide appropriate objectives, activities, and outputs on the given KRAs

KRAs Objectives Activities Outputs/MOV
Classroom  95% attendance rate  Monitor students  Class record/
throughout the school tardiness and attendance
management
year absences
 Encourage students to  Monitor their behaviors  Students’ active

participate during classroom participation
instruction or activities
Professional  Enhance skills and  Attend seminars and  Certificate of seminars
teaching techniques in workshops and workshops
Development teaching
 Gain 18 MA units
 TOR
 Enrol Master’s Degree
Community  Encourage parents to  Conduct meetings  Parents’ active
support and participation
Development participate the
program and projects
of the school
Write down performance indicators based on the identified objectives and KRAs.
KRAs Objectives Performance Indicators
Class management  95% attendance rate throughout the  Students’ showing improvements in
school year their attendances.
 Students demonstrate interest and

 Encourage students to participate participation during classroom
instruction.
Professional growth  Enhance skills and teaching  Apply teaching strategies during
techniques in teaching classroom instruction.
and development
 Demonstrate mastery of the lesson.
 Gain 18 MA units
Community  Encourage parents to support and  Parents manifest concern and

participate the program and projects awareness of the school’s projects
development of the school and programs.
Reflection
Reflect on the following questions.
1. Recall your experience on how you have accomplished your previous IPCRF and learning activities and
assessment. What insights have you learned from them?
N/A
2. Are there other interventions you need to continuously improve yourself? Cite examples.
N/A
3. In a form of a journal, write your synthesis of learning gained from this lesson and the points that challenge and
inspire you as a newly hired teacher.
I’ve learned that RPMS Tools (Results-Based Performance Management System) refers to the two
different teacher performance assessment instruments, one for Teacher I-III (Proficient Teachers) and
another for Master Teacher I-IV (Highly Proficient Teachers). Each tool describes the duties and
responsibilities of teachers across career stages. Then, RPSM are the set of standards that a teacher
should achieve while he/she is working in the DepEd. Finally, RPMS is anchored on the PPST or Philippine
Professional Standard for Teachers.
XI. SESSION 9: SALARIES, WAGES, AND BENEFITS OF TEACHERS

Strand: Professional ethics
BTI 6.3.1 PTI 6.3.2
Be aware of existing laws and regulations that apply Regularly review personal teaching practice using
to the teaching profession, and be familiar with the existing laws and regulations that apply to the
responsibilities specified in the Code of Ethics for teaching profession and the responsibilities
Professional Teachers. specified in the Code of Ethics for Professional
Teachers.
Objectives
a. Enumerate and explain the existing laws and regulations on the different incentives, privileges,
benefits, awards, and recognition for teachers.
b. Discuss how teachers can avail themselves of these benefits.
c. Reflect on the importance of the benefits being given to teachers.

Pre-Test
Directions: Encircle the letter of the best answer.
1. What is the program requiring newly hired teachers to read the series of learning modules and do several
activities?
A. orientation program C. in-service program

B. induction program D. professional program
2. What do you call to the “2 months’ summer vacation pay” being paid to teachers?
A. teacher’s leave pay C. proportional vacation pay
B. special leave pay D. leave of absence pay
3. What privilege is given to a pregnant, married or unmarried teacher?

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

A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2 months long vacation.

D. Only married teachers.
5. Which of the following benefits is not given annually?

A. Clothing Allowance
B. Step Increment
C. Cash gift of five thousand pesos

D. Performance Based Bonus
6. Which of the following is the primary basis for the computation of the retirement benefits?
A. Age of the teacher C. Age and number of years in service
B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670 B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. What government agencies take care of the social security protection of teachers both public and private
schools?
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher to avail study and scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently demonstrated ability and
experience in the scholarship field.
D. Must have no pending application for scholarship or study grant under another program.
10. What law allows the solo parent employee to avail parental leave where physical presence is required?
A.Civil Service Commission Memorandum Circular No. 07, series 2004.

B.Civil Service Commission Memorandum Circular No. 08, series 2004.
C. Civil Service Commission Memorandum Circular No. 09, series 2004.
D. Civil Service Commission Memorandum Circular No. 10, series 2004.

Key Concepts and Vocabulary
1. Trainings
Teachers, when employed by the government, are provided incentives to develop and harness their personal
assets and potentials to enhance their skills, talents, and values for better public service.
Examples of these incentives are trainings to which you may be sent. These trainings can be either local or even
abroad. The agency shall ensure that each teacher shall undergo at least one planned training per year based from the
training needs of teachers’ survey conducted by the school head. These trainings include the following:
a. Induction program - program for newly hired teachers for them to develop a sense of pride,
belongingness, and commitment to public service.
b. Orientation program - activities and courses to inform new teachers about the government programs,
thrusts, and operations as well as duties, responsibilities, benefits, and privileges.
c. Reorientation program - introduce new duties, responsibilities, policies and programs to employees
including teachers who have been in the service for some time.
d. Professional, Technical, Scientific Program - trainings in specific areas to enhance teachers’ skills
and knowledge.
e. Career path program - a set of professional activities conducted to enhance skills, capabilities, and
maximize the professional growth and promotion in the service of teachers. Enrolment in a graduate
program is a career path teacher may pursue.
2. Study Grants, Scholarships, Fellowships
Competitive or noncompetitive scholarship grants are also available to teachers in the department, as well as study
leave with pay both for local or foreign studies.
Scholarship Guidelines:
a. For local scholarships, one must be less than 50 years old; there is no age limit for foreign scholarship
unless otherwise specified by the donor country or institution.
b. One must have taught for at least 2 years and must hold a regular appointment.
c. One must be a college degree holder related to his or her field of study or has sufficiently demonstrated
ability and experience in the scholarship field.
d. One must have no pending application for scholarship or study grant under another program.
e. One must ensure that the normal work is not hampered when availing the scholarship grant.
f. A scholarship program with service contract will oblige you to render return service for the privilege
you earned before you can apply for another scholarship.
g. Your selection as a scholar includes criteria on knowledge, potential training needs, a very satisfactory
performance rating in the previous years of service, relevance of the training to the work, and number of
training programs attended (local and/or foreign).
Available scholarships:
a. Local Scholarship Program of the Civil Service Commission
This scholarship program is open to all government employees who want to pursue a one-year master’s degree.
Criteria:
1. Must have passed the written and oral examinations of the admitting school.
2. Must be endorsed by the employing agency.
As an LSP scholar you may be allowed to study but at the same time report to your school for duty
provided your course is finished within the prescribed time. If you will not be allowed to study on official
time, you may go on official vacation leave with pay, or leave without pay. This leave should not be more
than 1 year in case you have no more leave credits.
b. Scholarship as Provided in the Magna Carta for Public School Teachers. This scholarship
privilege is made available by the government through the DepEd teachers who have served the public school for
at least 7 years and need time to complete a master’s degree. The guidelines are provided by the Civil Service
Commission and it can be enjoyed by teachers in any recognized schools.
Private organizations or other sponsoring agencies also offer scholarship grants with specific guidelines,
Memorandum of Agreement, and Scholarship Contract.
3. Leave Privileges of Teachers
Teaching is a full-time job. Teachers spend 8 hours a day in school or even more, often bringing home some school
work. If a teacher is poor in time management he/she may get exhausted. Leave privileges are provided aside from
the 2 months’ long vacation in summer, based on the provisions of the DepEd 2002 Service Manual for Public
School Teachers.
The leave privileges available for public school teachers are leave of absence, maternity leave, paternity leave,
teacher’s leave, and special leave privileges as stipulated in the Service Manual for Public School Teachers. For
those teaching in the private schools, these privileges are stipulated in their incentives and collective bargaining
agreements as provided by the Department of Labor.
Teachers who render work during the prescribed office hours and do not enjoy the 2 months’ summer vacation shall
be entitled to 15 days’ vacation and 15 days sick leave every year.
Only married pregnant women who are teaching and have rendered at least an aggregate of 2 years of service are
entitled to maternity leave of 60 calendar days with full pay. You can avail yourself of this maternity leave even if the
delivery or miscarriage happens to fall during the 2 months long vacation. You can claim for both the maternity
benefits and the proportional vacation pay. However, the enjoyment of maternity leave cannot be deferred. You
should avail of it either before or after the actual period of delivery in a continuous and uninterrupted manner, not
exceeding 60 calendar days. You can avail of maternity leave in every instance of pregnancy regardless of the
frequency. If you are a qualified female teacher who has rendered service for over a year but less than 2 years, you
may avail yourself of the privilege but the payment shall be computed in proportion to the length of service. You can
be
entitled to 60 days’ leave but you will be paid only for the number of days based on the ratio of 60 days to 2 years of
service.
Only married male teachers are entitled to paternity leave of 7 days for the first 4 children regardless of whichever
legal wife you have, gives birth. You cannot accumulate nor convert to cash any paternity leave. Like the wife, it can
be enjoyed by the husband, before, during or after the childbirth or miscarriage of his legitimate wife.
There are other two kinds of teachers’ leave. The study leave and the sick leave. If you have rendered at least 7
years of continuous service, you are entitled to a study leave with pay not exceeding 1 school year subject to the
approval of the head of the office. Sick leave with pay can be availed of by the teacher if such leave will be charged
against your accrued service credits. You earn service credits if you render services during summer, Christmas
vacation, or holidays as authorized by proper authorities.
The special leave privileges which can be enjoyed are funeral or mourning leave for a nearest relative to include
spouse, children, sibling, and parents; graduation leave for spouse and children; enrolment leave, wedding
anniversary leave, birthday, hospitalization leave, accident leave, relocation leave, government transaction leave,
and calamity leave. However, you are not entitled to these leaves if you are enjoying the 2-month long vacation.
Being paid while on vacation is a privilege that teachers enjoy besides the opportunities to grow in the profession
through scholarships grants. Parental leave is a leave benefit granted to solo parents to enable said parent to
perform parental duties and responsibilities where physical presence is required as provided under Civil Service
Commission Memorandum Circular No. 08, series 2004. Parental leave of 7 days shall be granted to any solo
parent employee subject to the following conditions:
a. The solo parent must have rendered government service for a least 1 year, whether
continuous or broken, reckoned at the time of the effectivity of the law on 22 September
2002, regardless of the employment status.
b. The parental leave shall be availed of every year and shall not be convertible to cash. If not
availed within the calendar year, said privilege shall be forfeited within the same year.
c. The parental leave shall be availed of on a continuous or staggered basis, subject to the approval of
the administrator. In this regard, the solo parent shall submit the application for parental leave at
least 1 week prior to availing the solo parent leave, except on emergency cases.
d. The solo parent employee may avail of parental leave under any of the following
circumstances:
1. Attend to personal milestones of a child such as birthday, communion,

graduation, and other similar events;
2. Perform parental obligations such as enrollment and attendance in school programs, PTA
meetings, and the like;
3. Attend to medical social, spiritual, and recreational needs of the child; Other similar
circumstances necessary in the performance of parental duties and responsibilities, where
physical presence of the parent is required.
4. The head of agency/office concerned may determine whether granting of parental leave is proper
or may conduct the necessary investigation to ascertain if grounds for termination and
withdrawal of the privilege exist.
4. Entitlements/Benefits for Teachers
The tables below illustrate in detail the on top benefits of teachers aside
from their compensation or salaries.
a. Disability Benefits
There are three types of benefits for public school teachers: permanent total disability, permanent partial
disability, and temporary total disability. Similar benefits are also provided for the private school
teachers.
i. Permanent Total Disability - If you are in active service at the time of disability or has been
separated from service but have paid 36 monthly contributions to GSIS within the last 5 years
immediately following the disability or you have paid a total of at least 180 monthly contributions,
you are entitled to disability benefits. Your benefit is in the form of a monthly income for life. This
is equivalent to the basic monthly pension plus a cash payment equivalent to 18 times your basic
monthly pension effective the date of your disability.
ii. Permanent Partial Disability - If you are in service at the time of disability or is separated from
service but have paid 36 monthly contributions within the last 5 years immediately preceding the
disability or have paid a total of at least 180 monthly contributions, you are eligible for permanent
partial disability benefits in the form of cash payment.
iii. Temporary Total Disability - If you are in active service at the time of your disability and you
have exhausted your sick leave credits or if you are separated but have rendered at least 3
years of service and have paid at least 6 monthly contributions in the 12-month period
immediately following the disability, you may be entitled to benefits. The temporary disability
however, must not be due to your grave misconduct, notorious negligence, habitual intoxication
or willful intention to kill yourself or another.
b. Medical Care
Public and private school teachers are entitled to medical care benefits from the Philippine Health Insurance
(Phil Health). These benefits include hospitalization and other medical services as stipulated by the Medicare
law. As a member, must have paid at least 3 monthly contributions during the 6-month period prior to the
month of availment.
c. Other Benefits
Aside from the many benefits mentioned earlier, there are other benefits which are provided by specific laws
and circulars of appropriate governmental agencies. The same may have been provided by the private
sector. These other benefits include the following:
i. One salary grade increase on retirement as provided by R.A. 4670. When you retire, you will be given
the corresponding step of the next higher range, which shall be the basis of the computation of both the
lump sum and the monthly benefits you will receive.
ii. You will have salary adjustments based on approved record form of Teachers Appropriation provided
annually in GAA (Circular Letter No. 84-4, May 30, 1984)
iii. Step increment- If you are a deserving teacher based on merits and length of service you will be given
step increment. An appropriation is provided annually in the GAA. Sec. 13 of R.A. 6758 and joint CSC
and DBM Cir. No. 1, s. 1990 provides the guideline for such benefit.
iv. Provident fund for DepED personnel including teachers. A provident fund provides loans for emergency
needs like tuition fees of your children, expenses of your immediate dependent and for similar purposes.
v. Shelter Program for Teachers-Teachers need decent and affordable housing. Housing loans are
available from GSIS, the PAG-IBIG Fund and Home Mortgage Finance Corporation.
vi. Automatic Upgrading of Positions for Eligible Public School Teachers through Equivalent Records
Form (ERFs) Scheme. Automatic position upgrading is granted to Teachers I who have rendered 20
years or more of satisfactory teaching service without the need for filling an application for ERF
upgrading.
Reflect on the following statements and write your impressions.
1. Teachers employed by the government are provided incentives to develop and hone their potentials, and values
for better public service.
I think the salary and benefits of public school teachers is just enough. Not too big and not too
small.
2. Induction programs are activities to update newly-hired teachers about the government thrusts, operations,
duties, responsibilities, benefits, and privileges.
It’s just alright to have such kind of program.
3. A scholarship program service contract will oblige you to render return service for the privilege you earned
before you can apply for another scholarship.
In my own opinion, this kind of scholarship policy/scheme is fair enough for teacher and for the for
the school/department.
4. A local scholarship program may be allowed to teachers who may at the same time report to school provided the
degree or course is finished within the prescribed period. However, if teachers will not be allowed to study on
official time, they may go on official vacation leave with pay, or leave without pay. This leave should not be more
than 1 year in case there are not enough leave credits.
I never heard of this kind of benefit exist. I don’t know if there is somebody who availed this from
other teachers. But for me, I am not in favor of this.
5. A graduate program is a career path teachers may pursue to enhance and maximize professional growth and for
promotion in the department.
I agree that teacher should grow professionally to improve and be competent.
Complete the table by providing data
Leave Are you State the said provision as stated in the Is it Reasonably lawful?
Privileges entitled with Law Explain.
this leave?
(Yes or No)
1. Maternity No Omnibus Rules on Leave Rule XVI of the Yes, because it is only for
Leave Omnibus Rules Implementing Book V of women.
Executive Order No. 292
Section 11. Conditions for the gra nt of
maternity
“Every woman in the government service who
has rendered an aggregate of two (2) or more
years in service, shall, in addition to the
vocation and sick leave granted to her, be
entitled to maternity leave of sixty (60)
calendar days with full pay…”
2. Paternity Yes Republic Act No. 8187, Section 2. Yes, because this could
Leave “Notwithstanding any law, rules and be a big help so that
regulations to the contrary, every married
husbands can attend to
made male employee in the private and public
the needs of his wife
sectors shall be entitled to a paternity leave of
seven (7) days with full pay for first four (4) whom delivered a newly
deliveries of the legitimate spouse with whom born baby.
he is cohabiting.
3. Study Leave Yes Magna Carta for Public School Teachers, Yes, it is reasonably
Article V, Sec. 24. Study Leave. In addition to lawful especially if studies
the leave privileges now enjoyed by teachers
in the public schools, they shall be entitled to requires a lot of time and
study leave not exceeding one school year really needs full attention
after seven years of service. Such leave shall to be able to accomplish
be granted in accordance with a schedule set it.
by the Department of Education. During the
period of such leave, the teachers shall be
entitled to at least sixty per cent of their
monthly salary.
4. Sick leave No Magna Carta for Public School Teachers, Yes, so that if a teacher is
Article V, Sec. 25. An indefinite sick leave of sick, she will have time for
absence shall be granted to teachers when the
rest and to recover the
nature of the illness demands a long treatment
his/her sickness.
that will exceed one year at the least.
5. Vacation Yes Section 6 (Teacher Leave), Rule XVI of the Yes, it is very reasonable
leave Omnibus Rules on Leave – Teachers shall not because teachers must
be entitled to the usual vacation and sick leave
take some time to rest.
credits but to proportional vacation pay (PVP)
of 70 days of summer vacation plus 14 days
Christmas vacation. The total PVP that shall
be earned by teachers shall be based on the
computation to be provided by the Department
of Education (DepEd) every school year.
6. Parental No Solo Parent Acts Welfare Act of 2000, Section Yes, because it is for solo
Leave 8, Parental Leave – In addition to leave parents so that they can
privileges under existing laws, parental leave attend to the needs of her
of not more than seven (7) working days every siblings or family.
year shall be granted to any solo parent
employee who has rendered service of at least
one (1) year.
Reflection
“I AM VALUED AND REWARDED”
Write insights gained and perceived on teacher’s entitlements benefits, rewards, and recognition.
I’ve learned that teachers in public schools are compensated really well and have many privileges,
there’s no doubt that many individual s are rushing to land a job in the Department of Education because of
those grants and privileges. Being a teacher is no easy, that’s why it is just to reward their labor and
hardships. These compensations and privileges varies from the monthly salary, salary increments, teacher
leaves (vacation leave, sick leave, maternity, paternity, etc.), allowances to retirements benefits. I think, if we,
teachers could manage our salary properly we could somehow have a good life.
Post-Test
Direction: Encircle the letter of the best answer.
1. What is the program requiring a newly hired teachers to read series of learning modules and do
several activities?
A. orientation program C. in-service program
B. induction program D. professional program
2. The so-called “2 months’ summer vacation pay” paid to teachers?

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

A. teacher’s study leave C. maternity leave
B. teacher’s sick leave D. all of the above
4. Who among of these teachers can avail the wedding anniversary leave?
A. A teacher who has rendered 7 years of continuous service.
B. A teacher who has accumulated service credits.
C. A teacher who does not enjoy the 2-months long vacation.

D. Only married teachers.
5. Which of these benefits teachers cannot enjoy annually?

A. Clothing Allowance.
B. Step Increment.
C. Cash gift of P5,000.00.
D. Performance-Based Bonus
6. Which of the following is the primary basis for the computation of the retirement benefits?
A. Age of the teacher C. Age and number of years in service

B. Health condition D. Number of teaching experience
7. What Republic Act allows one salary grade higher upon retirement?
A. R.A 4670B. R.A. 4760 C. R.A. 7640 D. R.A.1476
8. The agencies that take care of the social security protection of teachers both public and private
schools are
A. GSIS and Philhealth C. Philhealth and SSS
B. GSIS and SSS D. Philhealth and Pag-ibig
9. What is the primary requirement for a public school teacher in availing themselves of study and
scholarship grants?
A. Must be less than 50 years old.
B. Must have taught for at least 2 years and must hold a regular appointment.
C. Must hold a college degree related to the field of study or has sufficiently demonstrated ability and
experience in the scholarship field.
D. Must have no pending application for scholarship or study grant under another progra
MODULE 1: Reflection
In this module I have so many insights. In Session 1; I’ve learned the goals and direction of the
Department of Education. Also, in one activity I’ve tried to align my teaching philosophy to the Vision,
Mission, and Core Values of the DepEd. In Session 2, I’ve gain understanding of the organizational
structure of the Department of Education. Also, it gave an idea on the processes and the proper
persons to approach in different scenarios. In Session 3, I’ve tried to resolve the question about
teaching as a profession or a vocation. In Session 4, I’ve gain some understanding about the domains
and strands of the Philippine Professional Standards for Teachers or PPST. Here, assessed my
teaching techniques as a “Beginning Teacher”, know its strengths and aspects that needs to be
improve. In Session 5, I’ve familiarized the career stages based on the PPST. Then, I really enjoyed
making my own career path in a form of a road map. In Session 6 and Session 7, I’ve revisited the
“Code of Ethics for Professional Teachers” and “Magna Carta for Public School Teachers”. I had a lot
of fun during activities when I used some provisions on it and apply it to some scenarios that involved
teachers. In Session 8, I’ve gained some insights on Results-Based Performance Management System
or RPMS. Through it and one’s personal accountability and individual performance can help to become
an effective teacher. Lastly in Session 9, I acquainted with the salaries, benefits, and privileges of a
teacher. It is good to know that teachers are well compensated. All these insights and learnings can aid
or guide me in my journey as teacher in the Department of Education.
REFERENCES:
Briones, Leonor M. 2016. Declaration of Vision and Agenda for Education.
Business Dictionary. http://www.businessdictionary.com/definition/strategic-direction.html
Butisingh, R. 2007. Teaching is a Vocation. www.randallbutisingh.wordpress.com
Board for Professional Teachers, Professional Regulation Commission. 1997. Code of Professional Ethics for
Professional Teachers. Resolution No. 435, s. 1997. Manila.
Calderhead. 1992. The personal dimension of teaching. The reflective dimension.
Civil Service Commission. 2004. Guidelines on the Grant of Parental Leave to Solo Parent. CSC Memorandum Circular No. 8,
s. 2004. March 24.
Deakin College. https://www.deakincollege.edu.au/
Department of Education. 2017. National Adoptiona and Implementation of the Philippine Professional Standards for
Teachers. Dep Ed Order No. 42, s. 2017. Manila.
———. 2000. DECS Service Manual. Pasig City.
———. 2002. Establishing the Program on Awards and Incentives For Service Excellence (PRAISE) in the Department
of Education. DepEd Order No. 9 s. 2002. Manila.
———. 2003. DepEd Order No. 1, s. 2003
———. 2011. Guidelines for Reclassification. DepEd Order No. 97, s. 2011. Manila.
———. 2015. New Organizational Structures of the Central, Regional, and Schools Division Offices of the Department of
Education. DepEd Order No. 52, s. 2015. October 30. Manila.
———. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. DepEd Order No.
8, s. 2015. Manila.
———. 2016. Guidelines on the Organizational Structures and Staffing Pattern of Stand-Alone and Integrated Public Senior
High Schools (SHS). DepEd Order No. 19, s. 2016. April 6 Manila.
———. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila
———. 2016. Implementation of the First Tranche Compensation Adjustment for Civilian Personnel and Military and Uniformed
Personnel and Military and Uniformed Personnel in the National Government. DepEd Order No. 12, s. 2016. Manila
———. 2016. Hiring Guidelines for Senior High School Teaching Positions Effective School Year 2016–2017. DepEd Order No.
3, s. 2016. Manila.
———. 1997. Guideline in the Implementation of the Benefits Arising from a One (1) Salary Grade Increase for Retiring Public
School Teachers Pursuant to RA 4670. DepEd Order No. 48, s. 1997. Manila.
———.2015. Hiring Guidelines for Teacher I Positions Effective SY 2015–2017. DepEd Order No.
7, s. 2015. Manila.
———. 2015. Guidelines on the Establishment and Implementation of the Results-Based Performance Management System
(RPMS) in the Department Of Education. DepEd Order No. 2, s. 2015. Manila.
———. 2015. Guidelines for Work Immersion. DepEd Order No. 30, s 2015. Manila.
———. 2014. Roles and Responsibilities of the Indigenous Peoples Education Focal Persons at the Regional and Schools
Division Levels. DepEd Memorandum No. 33, s. 2014. Manila.
110
Government of the Philippines, Philippine Regulation Commission. 2017. Operational Guidelines in the implementation of RA
10912 otherwise known as “Continuing Professional Development (CPD) Act of 2016” for Professional Teachers. PRC
Resolution No. 11, Series 2017. Manila.
Government of the Philippines. 1994. Philippine Teachers Professionalization Act of 1994.
Republic Act 7836. Manila.
Government of the Philippines. 2000. An Act Providing for Benefits and Privileges to Solo Parents and their Children,
Appropriating Funds Thereof and For Other Purposes. Republic Act No. 8972. Manila.
Government of the Philippines. 2001. An Act Instituting a Framework of Governance for Basic
Education, Establishing Authority and Accountability, Renaming the Department of
Education, Culture and Sports as the Department of Education, and for Other Purposes.
Manila. Republic Act No. 9155. Manila.
http://www.officialgazette.gov.ph/2001/08/11/republic-act-no-9155/
Government of the Philippines. 2001. Governance of Basic Education Act of 2001. Republic Act No. 9155. Manila.
Government of the Philippines. An Act Mandating the Continuing Professional Development Program for All Regulated
Professions, Creating the Continuing Professional Development Council, and Appropriating Funds Therefor, and for
Other Related Purposes. Republic Act No. 10912. Manila.
Government of the Philippines. Magna Carta for Public School Teachers. Republic Act 4670.
Manila.
Government of the Philippines. Republic Act 9155 (RA 9155) Handbook, Section 2. Manila.
http://www.gov.ph/2001/08/11/republic-act-no-9155/
Government of the Philippines. Department of Education. 2010. Master plan for professional development for regions and
divisions guide and tools. Manila.
———. 2012. Executive Order No. 2012. Modifying the Salary for Civilian Government Personnel and Authorizing the Grant of
Additional Benefits for Both Civilian and Military and Uniformed Personnel. Manila.
———. http://www.deped.gov.ph/history
———. http://www.deped.gov.ph/mandate
———. Old Teacher Induction Program Module 4. Manila.

———. Results-Based Management System.
HTTPS://WWW.YOUTUBE.COM/WATCH?V=9KNDK6FGGE0 NOV 22, 2015 - UPLOADED BY DEPED
PHILIPPINES
———. Tip Module 1: Educational Laws and Surveys Programs and Projects of the Department of Education. Manila.
———. 2017. DepEd Strategic Plan/Direction, 2017–2022. Manila.
Huitt, W. 2006. Stages of mastery.Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
http://www.edpsycinteractive.org/edpsyc/stgmstry.html
Investopedia Academy. www.investopedia.com
Llagas, Avelina T., Module 1 – Educational Laws and Surveys Programs and Projects of the Department of Education.
111
Maynard, P. 2015. Teaching is a Vocation. www.edrerewal.org/teaching-is-Vocation
Merilainen, M. 2002. [Cited by 5 - Related articles]
Merriam-Webster. https://www.merriam-webster.com.prof
MET Reviewer. 2007. LET Review Lecture and Exercises Manila: MET Review Center.
NEAP. 2016. Slide Decks on Understanding DepEd during the National Training of Trainers for Senior High School Teachers
Primary Teachers' Professional Development in the Context of Small Rural Schools.

www.leeds.ac.uk/educol/documents/00002188.htm
Rosenthal, R. and L. Jacobson. 1992. Pygmalion in the Classroom: Teacher's Expectation and
Pupils' Intellectual Development. New York, N.Y.: Irvington Publishers.
Slide Presentations from PNU-RCTQ DepEd Order No. 66, s. 2007. The revised guidelines on the appointment and promotion
of other teaching, related teaching and non-teaching positions
Smith, A. 2014. On professional development and professional growth.
professionalgrowth.sweetwaterschools.org
The Balance. Your Career. https://www.thebalance.com
Validated Copy of the Philippine Professional Standards for Teachers. Aug. 2015
112

Module 1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 1

Uploaded by

Copyright:

Available Formats

2018

A. Desired Learning Outcomes ................................................................................................................... 2

D. Glossary of Terms .................................................................................................................................... 4

E. Key Concepts ........................................................................................................................................... 4

F. Activities and Assessment ...................................................................................................................... 9

II. Session 2: DepEd Organizational Structure and School Processes ..................................................... 15

Desired Learning Outcomes ................................................................................................................. 15

Glossary of Terms ................................................................................................................................. 18

Key Concepts ......................................................................................................................................... 19

Activities and Assessment ................................................................................................................... 24

III. Session 3 Teaching as a Profession and as a Vocation ..................................................................... 33

Desired Learning Outcome ................................................................................................................... 33

Key Concepts ......................................................................................................................................... 34

Activities and Assessment ................................................................................................................... 37

IV. Session 4: Philippine Professional Standards for Teachers (PPST) ................................................. 40

Desired Learning Outcome ................................................................................................................... 40

Glossary of Terms ................................................................................................................................. 42

Key Concepts ......................................................................................................................................... 43

Activities and Assessment ................................................................................................................... 43

i|Page Teacher Induction Program (Version 1.0)

V. Session 5: Career Path Within the Department of Education ................................................................. 50

Desired Learning Outcome ................................................................................................................... 50

Glossary of Terms ................................................................................................................................. 52

Key Concepts ......................................................................................................................................... 53

Activities and Assessment ................................................................................................................... 54

VI. Session 6: Magna Carta for Public School Teachers .......................................................................... 60

Desired Learning Outcome ................................................................................................................... 60

Key Concepts ......................................................................................................................................... 62

Activities and Assessment ................................................................................................................... 62

VII. Session 7: Code of Ethics ..................................................................................................................... 73

Desired Learning Outcome ................................................................................................................... 73

Glossary of Terms ................................................................................................................................. 75

Key Concepts ......................................................................................................................................... 75

Activities and Assessments.................................................................................................................. 76

VIII. Session 8: Results-based Performance Management System (RPMS)............................................. 89

Desired Learning Outcomes ................................................................................................................. 89

Glossary of Terms ................................................................................................................................. 90

Key Concepts ......................................................................................................................................... 93

Activities and Assessment ................................................................................................................... 95

Desired Learning Outcome ................................................................................................................... 98

Key Concepts and Vocabulary .......................................................................................................... 101

Activities and Assessment ................................................................................................................ 106

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

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

As you go through the different sessions, consider the following

Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching

BTI 7.1.1 PTI 7.1.2

Apply a personal philosophy of teaching

a 1. Teachers facilitate learning and constantly nurture every learner.

a 2. Abide by the rules of the school, community and country.

c 5. Modernize educational management and governance.

b 6. DepEd, a learner-centered institution, continuously improves itself to better serve its

d 7. Engage oneself in worthwhile spiritual activities.

c 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

Strategic Direction a course of action that leads to the

What is the DepED Mandate?

1. The DepEd Mandate

3. (Article 14, Section 1 of the Philippine Constitution)

What does the DepEd Vision mean?

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

– what we fervently hope for and what we diligently work towards.