Appendix A

Sample Lesson Critiquing Form for Practice Teaching

Student Intern: Genafe B. Lapore

Year / Course: BSED FILIPINO IV
Grade / Year Level: Grade 10 Subject Taught: Filipino
Date and Time of Lesson: March 02, 2018 / 9:00-10:00 Am and 3:00-4:00 pm
Type of Lesson Observed:
Announced Observation
Unannounced Observation
Demonstration Lesson

Lesson Plan

4A’s (Activities, Analysis, Abstraction and Application)-Semi-Detailed

Attainment of Objectives
Natatalakay ang mga kaisipang lutang sa akda;
Pagmamahal sa Diyos at kapwa-tao
Kahirapan

Classroom Management
In random manner was the classroom are established
Art of Questioning
Raising one’s hand and choosing their favorite number are the art of
questioning and patterned the higher thinking skills questions.
Preparation of Instructional Materials
Traditional Materials
Mode of Evaluation
 Paper and Pencil test
 Performance
 Appendix B
Pre-Service Teacher’s Actual Teaching Checklist

Name of Mentee: Genafe B. Lapore

Name of Mentor: Mrs. Jeannie M. Montero
Subject Taught: Filipino Date: March 2, 2018 Time: 9:00-10:00 pm
School: Negros Occidental High School

Not
Observed Remarks
Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerisms that
tend to disturb the student’s attention
C. The teacher’s personality is strong enough
to command respect and attention
D. The teacher shows dynamism and
enthusiasm
E. The teacher has well-modulated voice
II. LESSON PLANNING
A. Lesson is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the
subject matter
B. Is able to relate lessons to actual life
situations
C. Keeps abreast of new ideas and
understanding in the field
D. Gives sufficient and concrete examples to
create meaningful learning experiences
IV. TEACHING METHODS
A. Method’s used was/were suited to the
needs and capabilities of the students.
B. The teacher was creative enough to adapt
his/her method to the student’s
capabilities
C. Instructional materials were used to
illustrate the lesson
D. The teacher made effective use of the
formative test results during teaching
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of
checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
 5. Passing in and out of the room
6. Correcting, distributing, and collecting
paper
B. Order and discipline were present in the
classroom
C. Instructional materials were within easy
reach of the teacher during his/her
teaching
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the
following stimulates discussion in different ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and
thinking process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent
thinking
6. Stimulation curiosity
7. Helping students to ask questions
 Appendix C
Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet
(For use of College Supervisor, Cooperating Teacher, Peer, and the
Student Intern)

Name of Mentee: Genafe B. Lapore Name of Mentor: Mrs. Jeannie M. Montero

Subject Taught: Filipino Date: March 2, 2018 Time: 3:00-4:00 pm
School: Negros Occidental High School

Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement

4 3 2 1
J. TEACHER’S PERSONALITY
F. The teacher is neat and well-groomed
G. The teacher is free from mannerisms that
tend to disturb the student’s attention
H. The teacher’s personality is strong enough to
command respect and attention
I. The teacher shows dynamism and
enthusiasm
J. The teacher has well-modulated voice
II. LESSON PLANNING
C. Lesson is well prepared
D. There is congruence between:
5. Objective and subject matter
6. Objective and teaching procedure
7. Objective and formative test
8. Objective and assignment
VII. CONTENT
The teacher:
E. Demonstrates in depth knowledge of the
subject matter
F. Is able to relate lessons to actual life
situations
G. Keeps abreast of new ideas and
understanding in the field
H. Gives sufficient and concrete examples to
create meaningful learning experiences
VIII. TEACHING METHODS
E. Method’s used was/were suited to the needs
and capabilities of the students.
F. The teacher was creative enough to adapt
his/her method to the student’s capabilities
G. Instructional materials were used to illustrate
the lesson
H. The teacher made effective use of the
formative test results during teaching
IX. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of
checking:
7. Attendance
 8. Assignment/homework/agreement
9. Practice exercises
10. Group work/projects
11. Passing in and out of the room
12. Correcting, distributing, and collecting
paper
E. Order and discipline were present in the
classroom
F. Instructional materials were within easy reach
of the teacher during his/her teaching
X. QUESTIONING SKILLS
The teacher’s questioning skill such as the following
stimulates discussion in different ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and
thinking process
10. Promoting risk-taking and problem
solving
11. Facilitating factual recall
12. Encouraging convergent and divergent
thinking
13. Stimulation curiosity
14. Helping students to ask questions
 Appendix D
NATIONAL COMPETENCY-BASED TEACHER STANDARDS

Domain 1
Social Regard for Learning

 Acts as a positive role model for students

Domain 7
Domain 2
Personal Growth
The Learning
and Professional
Environment
Development
 Creates an environment
 Takes pride in the
nobility of teaching
Statement of that promotes fairness
 Makes the physical
as a profession Principle environment safe and
 Builds professional conducive to learning
links with
‘Teachers in all  Communicates higher
colleagues to
Philippine schools are learning expectations to
enrich teaching
each learner
practice committed and  Establishes and maintains
 Reflects on the accountable for consistent standards of
extent of the
attainment of the
providing classroom learners’ behavior
learning goals instruction with results
that are manifested in
high performance levels
in terms of student
learning outcomes.
Domain 6
Teachers are dedicated
Community Domain 3
Linkages to the well-being of the
Diversity of Learners
students and
 Establishes communities they serve,  Is familiar with learner’s
learning taking into account their background knowledge
environments that and experiences
respond to the
cultural diversity, group
 Demonstrates concern
aspirations of the aspirations and what is
for holistic development
community valued in education. of learners

Domain 5
Planning, Assessing and Reporting
 Communicates promptly and clearly to learners,
parents and superiors about the progress of
learners
 Develops and uses a variety of appropriate
assessment strategies to monitor and evaluate
learning
 Monitors regularly and provides feedback on
learners’ understanding of content
Domain 4
Curriculum
 Demonstrates mastery of the subject
 Communicates clear learning goals for the
lessons that are appropriate for learners
 Makes good use of allotted instructional time
 Selects teaching methods, learning activities, and
instructional materials or resources appropriate
in learners and aligned to the objectives of the
lesson.
 Appendix E
Practice Teaching Evaluation Form
(For Student Interns)

A. Respondents Profile
Instructions: Kindly supply the data asked for and mark the appropriate
information on the blank provided for. Your answers will be highly
appreciated.

Name Lapore Genafe Balidiong

SURNAME GIVEN NAME MAIDEN/MIDDLE

Name/Address of Cooperating School Negros Occidental High School

Type of School: Private Sectarian Private Non-Sectarian Public
Age
19 21 over 22
20 22
Year Graduated
1980 – 1985 1991 – 1995 2001 – 2005
1986 – 1990 1996 – 2000 2006 – 2010
Others please specify: 2018
Grade/Year Level/Taught

Pre-School High School

Elementary Special Education
Others please specify:
Subjects Taught
Filipino All subjects in Pre-elementary
English Others (pls. specify)
Science
Math
Makabayan

Number of Hours Rendered

100 hours
150 hours
Over 150 hours
B. Practicum Experiences
Instructions: The purpose of this evaluation is to gain feedback regarding the
quality of your practicum experience. The concerns noted will initiate corrective
actions to improve the quality of the practice teaching. Your honest answers to
this questionnaire will be highly appreciated. Please rate the items using the
given scale.
5- Excellent 4- Very Good 3- Good 2- Fair 1- Needs Improvement
5 4 3 2 1
Excellent Very Good Fair Needs
Good Improve-
ment
Orientation Activities
1. Orientation of the student interns
by the practicum supervisor on
Practice Teaching
2. Orientation of the student interns
with the Cooperating Principal
3. Orientation of the Student Interns
by the Cooperating Teacher
4. Familiarization of the student
interns with school
facilities/equipment
5. Orientation on the school rules
and policies
6. Familiarization of required
practicum student forms
7. Practicum experiences of the
student interns
8. Consultation time with the
cooperating teachers
9. Assistance in writing lesson plans
10. Providing feedbacks on the
student intern’s competencies
11. Meeting with the cooperating
teachers on scheduled basis
12. Giving instructions on
classroom routines
13. Providing assistance in making
instructional materials
14. Giving instructions in checking
papers and other assigned tasks
Rapport with the School
Community
15. Rapport with school
administrators
16. Rapport with cooperating
 teachers
17. Rapport with students/pupils
18. Rapport with parents
19. Rapport with non-teaching
personnel
Practicum Site
20. Accessibility of the practicum
site
21. Safety and security of the
practicum site
Auxiliary Services
22. Quality of auxiliary services
rendered
Activities of the Students
23. Preparation of daily lesson
24. Participation in school activities
in the practicum site
25. Preparation of instructional
materials
26. Conducting of demonstration
lessons
27. Assistance in classroom
routines
28. Structuring of bulletin boards
29. Preparation of seatwork’s
30. Preparation of quizzes
31. Preparation of other required
activities
32. Others (pls. specify)

Suggestions/Recommendations

Problem Encountered
 Appendix F
Proposed Procedure on How to Obtain the Final Grade in Practice
Teaching

1. Portfolio 40%

2. Actual Teaching - On Campus 20%

Off Campus 20%

3. Attendance/Participation 20%

Total 100%

 Expect for attendance/participation, the Student Intern’s grade

in Portfolio in Actual Teaching may be an average of the rating
given by the College Supervisor, Cooperating Teacher, Peers,
and the Self-rating of Student Intern, himself/herself. The
Teacher Education Institution may decide on the weights of the
ratings from the different raters. For example, the TEI for one
reason or another may put more weight on the rating given by
the Practicum Supervisor.

The grades in Portfolio in Actual Teaching may be derived from

the ratings given by the Practicum Supervisor/Cooperating
Teacher/Peer/Student Intern through the use of Pre-service
Teacher’s Actual Teaching Observation Sheet and Score Sheet.
 Appendix G
School Forms Used

This section includes forms which are required for use during the practice
teaching and those that are recommended for successful teaching experience.
Put samples of the school forms you were required to accomplish in your
cooperating school.
 Appendix H
Sample Clearance Form

March 6, 2018
Date

Dear Dr. Daisy Mae Octavio

Practicum Supervisor

This is to inform you that Genafe B. Lapore is

Name of Student Intern
Cleared from all the requirements in Negros Occidental High School
(Name of Cooperating School)
He/She has completed 186
(No. of hours)
Hours as prescribed by your institution.

Very respectfully yours,

Mrs. Jeannie M. Montero

Cooperating Teacher

Attested by:

Mr. Mario S. Amaca

Cooperating Principal/Department Head/Designated Authority
 Appendix I
Sample Excuse Letter

March 6, 2018
(Date)

Dear Mrs. Jeannie M. Montero

(Cooperating Teacher/Practicum Supervisor)

I am very sorry for having been absent on February 15, 2018

due to headache.

I promise that I shall make up for my absence by rendering 7 hours to

complete the required number of hours.

Attached is my medical certificate.

Hope for your kind consideration.
Thank you very much.

Very respectfully yours,

Genafe B. Lapore
Student Intern
 Appendix J
Sample Application Letter

March 6, 2017
(Date)

MA. TERESA G. ELBANBUENA

PRINCIPAL II

Dear Madam,

I wish to apply as a High School Teacher in your prestigious school.

I am a graduate of BSED Filipino I had my internship

At Negros Occidental High School . I handled Grade 10

and Taught the following Filipino.

Sincerely yours,

Genafe B. Lapore
 Appendix K
Sample Format for Curriculum Vitae

Name: Genafe B. Lapore

Address: Brgy. San Rafael Hinoba-an Negros Occidental
Residence Phone:
Email:ghenafealapore15@gmail.com

Career Objectives:

To begin my teaching career at a well-liked and well-reputed school and

to build a long-term career in your school. To showcase the talents and skills
that I have.

Personal Information:

Age: 20
Birthday: August 11, 1997
Civil Status: Single
Citizenship: Filipino
Religion: Roman Catholic
Language: English, Filipino, Hiligaynon and Cebuano
Father’s Name: Ronald S. Lapore
Occupation: Buildings & Roads Contractor
Mother’s Name: Lanie B. Lapore
Occupation: None

Trainings / Seminars / Workshop Attended

Two months Internship training School of Basic Education of STI West

Negros University
Two months Internship training in Negros Occidental High School
Bacolod City
STI WNU Student Council Community Extension Program Brgy. 16
Bacolod City 2017. Volunteer
Marketing Me: Marketing yourself Effectively Seminar at STI WNU 2017
Seminar on “Different Personalities in the workplace; How to Deal with it
at Benjamin Hall 2018

Employment History / Work Experience

Inclusive Dates School / Company Position

Professional Affiliations

Organization Nature of Participation Date Of

Membership

References
 Appendix L
Revised Bloom’s Taxonomy of Objectives

Original Terms New Terms

 Evaluation
 Synthesis
 Analysis
 Application
 Comprehension
 Knowledge
 Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering
 BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging

Analyzing
Breaking information into parts to explore understandings and
relationships
Comparing, organizing, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding

Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Teacher’s Role Student Role
Objectives
Remembering Directs Responds
Tells Absorbs
Recalling information, Shows Remembers
recognizing, listing, Examines Recognizes
describing, retrieving, Questions Memorizes
naming, finding Evaluates Defines
Describes
Retells
Passive recipient

Understanding Demonstrates Explains

Listens Describes
Explaining ideas or Questions Outlines
concepts interpreting, Compares Restates
summarizing, Contrasts Translates
paraphrasing, Examines Demonstrates
classifying, explaining Interprets
Active participant

Applying Shows Solves problems

 Facilitates Demonstrates use of
Using information in Observes knowledge
another familiar Evaluates Calculates
situation, implementing, Organizes Compiles
carrying out, using, Questions Completes
executing Illustrates
Constructs
Active recipient

Analyzing Probes Discusses

Guides Uncovers
Breaking information Observes Argues
into parts to explore Evaluates Debates
understandings and Acts as a resource Thinks deeply
relationships Questions Tests
Comparing, organizing, Organizes Examines
deconstructing, Dissects Questions
interrogating, finding Calculates
Investigate
Inquires
Active participant

Evaluating Clarifies Judges

Accepts Disputes
Justifying a decision or Guides Compares
course of action Facilitates Critiques
checking, hypothesizing, Questions
critiquing, Argues
experimenting, judging Assesses
Decides
Selects
Justifies
Active participant

Creating Extends Designs

Reflects Formulates
Generating new ideas, Analyzes Plans
products, or ways of Evaluates Takes risks
viewing things Modifies
designing, constructing, Creates
planning, producing, Proposes
inventing Active participant
 Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Verbs to use in stating Behavioral Terms
Objectives
Remembering List Write
Memorize Outline
Relate Listen
Show Group
Locate Choose
Distinguish Recite
Give example Review
Reproduce Quote
Quote Record
Repeat Match
Label Select
Recall Underline
Know Cite
Group Sort
Read

Understanding Restate Describe

Identify Report
Discuss Recognize
Retell Review
Research Observe
Annotate Outline
Translate Account for
Give examples of Interpret
Paraphrase Give main idea
Reorganize Estimate
Associate Define

Applying Translate Change

Manipulate Compute
Exhibit Sequence
Illustrate Show
Calculate Solve
Interpret Collect
Make Demonstrate
Practice Dramatize
Apply Construct
Operate Use
Interview Adapt
Paint Draw

Analyzing Distinguish Compare

Question Contrast
Appraise Survey
Experiment Detect
Inspect Group
Examine Order
Probe Sequence
Separate Test
Inquire Debate
 Arrange Analyze
Investigate Diagram
Sift Relate
Research Dissect
Calculate Categorize
Criticize Discriminate

Evaluating Judge Choose

Rate Conclude
Predict Deduce
Assess Debate
Justify

Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Verbs to use in stating Behavioral Terms
Objectives
Creating  Score  Recommend
 Revise  Discriminate
 Infer  Appraise
 Determine  Value
 Prioritize  Probe
 Tell why  Argue
 Compare  Decide
 Evaluate  Criticize
 Defend  Rank
 Select  Reject
 Measure  Imagine
 Compose  Generate
 Assemble  Formulate
 Organize  Improve
 Invent  Act
 Compile  Predict
 Forecast  Produce
 Devise  Blend
 Propose  Set up
 Construct  Devise
 Plan  Concoct
 Prepare  Compile
 Develop
 Originate
 Revised Bloom’s Taxonomy Questions

Revised Bloom’s Taxonomy of Questions

Objectives
 What happened after…?
 How many…?
 What is…?
 Who was it that…?
Remembering  Can you name…?
 Find the definition of...
 Describe what happened after…
 Who spoke to…?
 Which is true or false…?
 Can you explain why…?
 Can you write in your own words?
 How would you explain…?
 Can you write a brief outline…?
 What do you think could have
happened next…?
Understanding
 Who do you think…?
 What was the main idea…?
 Can you clarify..?
 Can you illustrate…?
 Does everyone act in the way that
….. does?
 Do you know of another instance
where…?
 Can you group by characteristics
such as…?
 Which factors would you change
Applying if…?
 What questions would you ask
of…?
 From the information given, can
you develop a set of instructions
about…?
 Revised Bloom’s Taxonomy Questions

Revised Bloom’s Taxonomy of

Questions
Objectives
Analyzing  Which events could not have
happened?
 If… happened, what might the ending
have been?
 How is…similar to…?
 What do you see as other possible
outcomes?
 Why did…changes occur?
 Can you explain what must have
happened when…?
 Can you distinguish between…?
 What were some of the motives
behind…?
 What was the turning point?
 What was the problem with…?

Evaluating  is there a better solution to…?

 Judge the value of.. what do you
think about…?
 Can you defend your position
about…?
 Do you think…is a good or bad thing?
 How would you have handled…?
 What changes to.. would you
recommend?
 Do you believe…? How would you feel
it..?
 How effective are..?
 What are the consequences..?
 What influence will…have on our
lives?
 What are the pros and cons of…?
 Why is…of value?
 What are the alternatives?
 Who will gain and who will lose?
Creating  can you design a…to…?
 Can you see a possible solution to…?
 If you had access to all resources,
how would you deal with…?
 Why don’t you devise your own way
to…?
 What would happen if…?
 How many ways can you…?
 Can you create new and unusual
uses for…?
 Can you develop a proposal which
would…?
 Appendix M

Republic of the Philippines

PROFESSIONAL REGULATION COMMISSSION
Manila

BOARD FOR PROFESSIONAL TEACHERS

CODE OF ETHICS
FOR
PROFESSIONAL TEACHERS

Resolution No. 435

Series of 1997
Pursuant to the provisions of Paragraph (e), Article II, of R.A. No. 7836,
otherwise known as the “Philippines Teachers Professionalization Act of 1994”
and Paragraph (a), Section 6, P.D. No. 223, as amended, the Board for
Professional Teachers hereby adopts and promulgates the following “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, they strictly adhere to,
observe, and practice this set of ethical and moral principles, standard, and
values.

ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational
institutions shall offer quality education for all Filipino citizens, a vision that
requires professionally competent teachers committed to its full realization. The
provisions of this Code shall apply, therefore to all teachers in all schools in the
Philippines.

Section 2. This Code covers all public all 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 art or vocational teachers and all other
persons performing supervisory and/or administrative functions in all schools
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 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 respect 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 of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political,
religious, or other partisan interest, and shall not, directly, or indirectly, solicit,
require, collect, or receive any money, service, other valuable material from any
person or entity for such purposes.
Section 6. Every teacher shall vote and exercise all other constitutional rights
and responsibilities.
Section 7. A teacher shall not use his position or official authority of influence
to coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have the
privilege of sharing the product of his researches and investigations, provided
that, if the results are inimical to the declared policy of the State, they shall be
drawn to the proper authorities for the appropriate remedial action.

ARTICLE III
THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the
youth; he shall, therefore, render the best services by providing an environment
conducive to such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic
and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrains from
activities such as gambling, smoking, drunkenness and other excesses, much
less illicit relations.
Section 4. Every teacher shall help the school keep the people in the
community, and shall; therefore, study and understand local customs and
traditions in order to have a sympathetic attitude, therefore, refrain from
disparaging the community.
Section 5. Every teacher shall help the school keep the people in the
community informed about the school’s work and accomplishments as well as
its needs and problems.
Section 6. Every teacher is an intellectual leader in the community, especially
in the barangay, and shall welcome the opportunity to provide such leadership
when needed, to extend counseling services, as appropriate, and to actively be
involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and the pleasant personal
and official relations with other professionals with government officials, and
with the people individually or collectively.
Section 8. A teacher possesses freedom to attend church and worship, as
appropriate, but shall not use his position and influence to proselyte others.
 ARTICLE IV
THE TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively help insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a
noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparation for the career of teaching, and shall
be at the best at all times in the practice of his profession.
Section 3. Every teacher shall participate in the continuing professional
education (CPE) program of the Professional Regulation Commission, an shall
pursue such other studies as will improve his efficiency, enhance the prestige of
the profession, and strengthen his competence virtues, and productivity in
order to be nationally and internationally competitive.
Section 4. Every teacher shall help, if duty authorized to seek support for the
school, but shall not make improper misrepresentations through personal
advertisements and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that
makes it a dignified means for earning a decent living.

ARTICLE V
THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teachers shall, at all times, be imbued with the spirit of

professional loyalty, mutual confidence, and faith in one another, self-sacrifice
for the common good and full cooperation with colleagues. When the best
interest of the learners, the school, or the profession is at stake in any
controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim to claim for work not of his own,
and shall give due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information
concerning associates and the school, and shall not divulge to anyone
documents which have not yet been officially released, or removed records from
the files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for
what may appear to be an unprofessional and unethical conduct of any
associate.
This may be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable
criticism against an associate, preferably in writing, without violating any right
of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he suspects the system of the selection on the basis of merit and
competence, opportunity to be considered.
 ARTICLE VI
THE TEACHER AND HIGHER AUTHORITIES
IN THE PHILIPPINES
Section 1. A teacher shall make it his duty to make an honest effort to
understand and support the legitimate policies of the school and the
administration regardless of professional feeling or private opinion and shall
faithfully carry them out.
Section 2. A teacher shall not make any false accusation or charges against
superiors, especially under anonymity. However, if there are valid charges, he
should present such under oath to competent authority.
Section 3. A teacher shall transact all official business through channels
except when special conditions warrant a different procedure, such as when
reforms are advocated but are opposed by the immediate superior, in which
case the teacher shall appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek
redress against injustice and discrimination and to the extent possible, shall
raise his grievances within democratic processes. In doing so, he shall avoid
jeopardizing the interest and welfare of learners, whose right to learn must be
respected.
Section 5. A teacher has a right to invoke the principle that the appointments,
promotions, and transfers of teachers are made only on the basis of merit and
need 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 the employment terms
and conditions.

ARTICLE VII
SCHOOL OFFICIALS, TEACHERS AND
OTHER PERSONNEL
Section 1. 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 direction.
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 to 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 and training programs.
Section 4. No school official shall dismiss or recommend for dismissal a
teacher or other subordinates except for cause.
Section 5. School authorities concerned 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 and provided, further that
they are duly registered and licensed professional teachers
 ARTICLE VIII
THE TEACHER AND LEARNERS
Section 1. A teacher has the right and duty to determine the academic marks
and the promotion of learners in the subjects they handle. Such determination
shall be in accordance with generally accepted producers of evaluation and
measurement. In case of any complaint, teachers concerned shall immediately
take appropriate action, observing the process.
Section 2. A teacher shall recognize that the interest and welfare of earners
are his first and foremost concern, and shall handle each learner justify and
impartially.
Section 3. Under no circumstance shall the teacher be prejudiced nor
discriminatory against any learner.
Section 4. A teacher shall not accept favor 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 than what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work on merit
and qualify 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 manifestations of poor scholarship.
Section 9. A teacher shall ensure that conditions contributive to the maximum
development of learners are adequate, and shall extend needed assistance in
preventing or solving learner’s problem and difficulties.

ARTICLE IX
THE TEACHER AND PARENTS
Section 1. A teacher shall establish and maintain cordial relations with
parents, and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress or deficiencies of learners under him, exercising utmost candor and
tact in pointing out learners’ deficiencies in seeking parent’s cooperation for the
proper guidance and improvement of 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 a right to engage, directly or indirectly in legitimate
incoming generation, provided that it does not relate to or adversely affect his
work.
Section 2. A teacher shall maintain a good reputation with respect to financial
matters such as in the settlement of his debts, loans and other 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 that such shall be in
accordance with existing regulations.

ARTICLE XI
THE TEACHER AS A PERSON
Section 1. A teacher shall live with dignity in all places at all times.
Section 2. A teacher shall place premium upon self-respect and self-discipline
as the principle of the 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 server as model worthy of emulation by learners, peers, and others.
Section 4. A teacher shall always recognize the Almighty God or Being as
guide of his own destiny and of the destinies of men and nations.

ARTICLE XII
DISCIPLINARY ACTION
Section 1. Any violation of any provision of this Code shall be sufficient
ground for the imposition against the erring teacher of disciplinary action
consisting of revocation of this Certificate of Registration and License as
Professional Teacher, suspension from the practice if the teaching profession,
reprimand, or cancellation or 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 No. 7836.

ARTICLE XIII
EFFECTIVITY
Section 1. This code shall be approved by the Professional Regulation
Commission and shall take effect sixty (60) days following its publication in the
official Gazette or any newspaper of general circulation, whichever is earlier.
 Appendix N
Sexual Harassment Law

Republic Act No. 7877 – An Act Declaring Sexual Harassment Unlawful in the
Employment, Education or Training Environment, and for Other Purposes

SECTION 1. Title – This Act shall be known as the “Anti-Sexual Harassment

Act of 1995.”

SECTION 2. Declaration of Policy – The state shall value the dignity of every
individual, enhance the development of its human resources, guarantee full
respect for human rights, and uphold the dignity of workers, employees,
applicants for employment, students or those undergoing training, instruction
or education. Towards this end, all forms of sexual harassment in the
employment, education or training environment are hereby declared unlawful.

SECTION 3. Work, Education or Training-related Sexual Harassment

Defined – Work, education or training-related sexual harassment is committed
by an employer, employee, manager, supervisor, agent of the employee,
manager, supervisor, agent of the employer, teacher, instructor, professor,
coach, trainor, or any other person who, having authority, influence or moral
ascendancy over another in a work or training or education environment,
demands, requests or otherwise requires any sexual favor from other,
regardless of whether the demand, request for requirement for submission is
accepted by the object of said Act.

(a) In a work-related or employment environment, sexual harassment is

committed when:

(1) The sexual favor is made as a condition in the hiring or in the

employment, re-employment or continued employment of said
individual, or in granting said individual favorable compensation,
terms, condition, promotions, or privileges, or the refusal to grant the
sexual favor results in limiting, segregating or classifying the
employee which in any way would discriminate, deprive of diminish
employment opportunities or otherwise adversely affect said employee;

(2) The above acts would impair the employee’s rights or privileges under
existing labor laws; or

(3) The above acts would result in an intimidating hostile or offensive

environment for the employee.

(b) In an education or training environment, sexual harassment is

committed:

(1) Against one who is under the care, custody or supervision of the
offender;

(2) Against one whose education, training, apprenticeship or tutorship is

entrusted to the offender;
 (3) When the sexual favor is made a condition to the giving of a passing
grade, or the granting of honors and scholarships, or the payment of a
stipend, allowance or other benefits, privileges, or considerations; or

(4) When the sexual advances result in an intimidating, hostile or

offensive environment for the result, trainee or apprentice.

Any person who directs or induces another to commit any act of sexual
harassment as herein defined, or who cooperates in the commission thereof by
another, without which it would not have been committed, shall also be held
liable under this Act.

In the case of work-related environment, the committee shall be composed of at

least one (1) representative each from the management, the union, if any, the
employees from the supervisory rank, and from the rank and file employees.

In the case of the educational or training institution, the committee shall be

composed of at least one (1) representative from the administration, the
trainors, teachers, instructors, professors or coaches and students or trainees,
as the case may be.

The employer or head of office, educational or training institution shall

disseminate or post a copy of this Act for the information of all concerned.

SECTION 5. Liability of the Employer, Head of Office, Educational or

Training Institution. – The employer or head of office, educational or training
institution shall be solidarily liable for damages arising from the acts of sexual
harassment committed in the employment, education or training environment
if the employer or head of office, educational or training institution is informed
of such acts by the offended party and no immediate action is taken thereon.

SECTION 6. Independent Action for Damages. – Nothing in this Act shall

preclude the victim of work, education or training-related sexual harassment
from instituting a separate and independent action for damages and other
affirmative relief.

SECTION 7. Penalties. – Any person who violates the provisions of this Act
shall, upon conviction, be penalized by imprisonment of not less than one (1)
month nor more than six (6) months, or a fine of not less than Ten thousand
pesos (10,000) nor more than Twenty thousand pesos (20,000) or both such
fine and imprisonment at the discretion of the court.

Any action arising from the violation of the provisions of this Act shall prescribe
in three (3) years.

SECTION 8. Separability Clause. – All laws, decrees, orders, rules and

regulations, other issuances, or parts thereof inconsistent with the provisions
of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days
after its complete publication in at least two (2) national newspaper of general
circulation.

Approved: February 14, 1995

(Sgd.) FIDEL V. RAMOS

President of the Philippines

 Appendix O
Table of Specifications of General Education of the
Licensure Examination for teachers (LET)

Cluster/Subject/Competency Weight
ENGLISH 20%
1. English 1- Study and Thinking Skills 6%
1.1 Use English language correctly and 3%
appropriately
1.2 Comprehend written text 3%
2. English 2- Writing in the discipline 5%
2.1 Use accurate, meaningful and
5%
appropriate language in written discourse
3. English 3- Speech and Oral Communication 3%
3.1 Use accurate, meaningful and appropriate
3%
Language in oral discourse
4. Literature 1- Philippine Literature 4%
4.1 Apply knowledge gained from local literary 1%
pieces
4.2 Manifest comprehension to extract
elements 1%
In major literary genres
4.3 Relate insights to given situations 2%
5. Literature 2- Master Works of the World 2%
5.1 Evaluate master works of the world 2%
FILIPINO 15%
1. Filipino 1- Komunikasyon sa Akademikong Filipino 6%
1.1 Nagagamit nang may lalong mataas na
Antas ng kasnayan at kahusayan ang 6%
Filipino sa akademikong larangan
2. Filipino 2- Pagbasa at Pagsulat tungo sa Pananaliksik 5%
2.1 Nababasa nang may wastong pag-unawa
6%
ang mga teksto sa iba’t-ibang disiplina
3. Filipino 3- Masining na Pagpapahayag 4%
3.1 Nagagamit nang may husay ang Filipino
2%
sa pag buo ng isang sulating pananaliksik
3.2 Nagagamit ang angkop na repertwal
(repertoire) ng wika sa pagpapahayag ng 2%
kaalaman, karanasan at saloobin
MATHEMATICS 20%
I. Math 1- Fundamentals of Math 7&
1. Use of four fundamental operations in problem
Solving involving:
1.1 Operations with whole numbers, decimals
fractions and integers
1.2 prime, composite, denominate numbers
4%
1.3 prime factorization
1.4 LCM, GCF
1.5 Divisibility rules
1.6 Ratio and Proportion
1.7 Percentage, Rate and Base
 1.8 Measurement and unit of measure
1.8.1 Perimeter
1.8.2 Area
1.8.3 Volume 2%
1.8.4 Capacity
1.8.5 Weight
1.9 Convert units in the metric system 1%
2. Plane Geometry 5%
2.1 Show mastery of basic terms and concepts
in plane Geometry
2.1.1 lines and curves, perpendicular and 3%
parallel lines
2.1.2 angles, angle properties
2.1.3 special triangles and quadrilaterals
2.1.4 polygons
2.2 Solve problems involving basic terms and
concepts 2%
in plane geometry
3. Elementary Algebra 5%
3.1 Show mastery of basic terms and concepts in
3.1.2 Polynomials 3%
3.1.3 Linear Equations
3.1.4 Linear Inequalities
3.2 Solve, evaluate, and manipulate symbolic and
numerical problems in elementary algebra by
applying
fundamental rules, principles and processes 2%
4. Statistics and Probability 3%
4.1 Show mastery and knowledge of basic
terms and concepts in statistics and probability 1%
4.1.1 counting techniques
4.1.2 probability of an event
4.1.3 measure of central tendency
4.1.4 measure of variability
4.2 Solve, evaluate, manipulate symbolic and
numerical problems in statistics and probability
2%
by applying fundamental rules, principles and
processes
SCIENCE 20%
Biological Science (General Biology)
Physical Science (Earth Science)
1. Identify scientific traits and attitudes exhibited in
3%
various situations
2. Use scientific inquiry to investigate materials,
events and phenomena in the natural world
(designing experiments, collecting, organizing, 5%
analyzing and interpreting, data, making
conclusion and communicating results
3. Use scientific knowledge to explain natural
5%
phenomena and protect earth’s resources
4. Analyze advantages and disadvantages of
4%
different solutions to particular problems
5. Analyze the impact of technology on
3%
living and non-living things
SOCIAL SCIENCES 20%
1. Philippine Government New Constitution with Human Rights 3%
1.1 Demonstrate understanding of the various
forms of government from the barangay 1%
to the present system
1.2 Explain the nature and provisions of the present
constitution, its advantages and disadvantages
2%
over the others in the past and its function as
fundamental law of the state
2. Philippine History 4%
2.1 Trace the history of the Philippines from
2%
pre-colonial to contemporary periods
2.2 Draw the implications of the historical
evolution
2%
of the Philippines to its present socio-political
condition
3. Economics, Taxation, LAND Reform and Cooperative 3%
3.1 Manifest understanding of the Philippine
economic condition with respect to taxation,
2%
land reform and cooperative as well as to the
growth of its Gross National Product
3.2 Apply the fundamental economic principles to
the
1%
current economic condition of the
Philippines
4. Society and Culture with Family Planning 2%
4.1 Apply basic concepts, theories and perspectives
which relate to society, culture and family 1%
planning in life
4.2 Recognize cultural elements that are distinctly
1%
Filipino
5. Rizal and other Heroes 2%
5.1 Analyze how Rizal’s life and works have
1%
contributed to the country’s development
5.2 Evaluate the contribution of other Philippine
heroes and heroines to the development of the 1%
country
6. Philosophy 2%
6.1 Analyze the nature of the Filipino, the Filipino
1%
Society and the emerging Filipino philosophy
6.2 Manifest a critical and analytical attitude
toward 1%
specific issues and problems in daily life
7. Art Appreciation/Humanities 2%
7.1 Demonstrate understanding of the totality of
human
experience by formulating a human perspective 1%
that
integrates all areas of knowledge
7.2 Manifest appreciation of art as the result of an
1%
integrative and holistic view of life
8. Psychology 2%
8.1 Apply the basic concepts and theories of
2%
human behavior
INFORMATION AND COMMUNICATION TECHNOLOGY 5%
Introduction to Computer
1. Manifest mastery of fundamental concepts,
principles and operations of information and 3%
communication technology (ICT)
2. Identify varies and appropriate use of technology 1%
3. Analyze the effect/impact of ICT on the environment 1%
 Appendix P
Table of Specifications of Professional Education of the
Licensure Examination for teachers (LET)

Cluster/Subject/Competency Weight
1. Teaching Profession, Social Dimensions of Education,
20%
Field Study, Practice Teaching
1.1 Determine ways and means to ensure high
standards of the teacher’s personal and 2%
professional development
1.2 Describe the roles and responsibilities of the
teacher in the 2%
local and global community
1.3 Analyze the historical, economic, socio-cultural,
geographical, environmental, political and socio-
psychological factors that influence the school as 5%
an agent of change and the teacher as a
facilitator of learning
1.4 Interpret educational problems in the light of
philosophical 5%
and legal foundations of education
1.5 Apply the four pillars of learning-learning to
know , learning
to do, learning to live together, learning to be- in 3%
responding to the aspirations of the learner and
the community
1.6 Apply ethical principles in the teacher’s personal
life and his/her relationship with other people
1.7 Reflect on the professional teacher’s
3%
accountability to learners’ performance and to
the teacher’s total involvement in the teaching
profession
2. Principles of Teaching, Educational Technology,
35%
Curriculum Development, Field Study, Practice Teaching
1.1 Employ activities, teaching methods,
instructional materials
10%
and technology, classroom management
techniques appropriate for a chosen subject-area
1.2 Apply appropriate approaches to lesson planning
6%
and curriculum development
1.3 Apply principles in the preparation and
utilization of the conventional and non-
5%
conventional technology as well as traditional
and alternative teaching strategies
1.4 Align curriculum components to instruction and
5%
assessment
1.5 Distinguish the roles of stakeholders (students;
teachers;
1%
employers; parents; and community) in the
delivery of the curriculum
1.6 Use activities that enhance critical, creative and
5%
metacognitive reading skills
1.7 Analyze extrinsic and intrinsic factors that affect
3%
reading
 performance
2. Facilitating Learning, Child and Adolescent Development 20%
2.1 Analyze the cognitive, metacognitive,
motivational socio- 5%
cultural factors that affect learning
2.2 Apply theories of learning and development to the
8%
teaching-learning process
2.3 Draw educational implications of research
findings related
to child and adolescent learning and
development along with the biological, linguistic, 5%
cognitive, social and psychological dimensions

2.4 Organize a learning environment that is

responsive to
learner’s needs and that promotes fairness 2%
among learners of various cultures, family
background, and gender
3. Assessment of Learning, Field Study, Practice Teaching 25%
3.1 Apply principles in constructing traditional and
alternative/authentic forms of high quality 10%
assessment
4.2 Interpret assessment results 7%
4.3 Utilize processed data and assessment results in
reporting 3%
learners’ to improve teaching and learning
4.4 Demonstrate skills in the use of techniques and
tools in 3%
assessing affective learning
4.5 Assign students’ marks/ratings 2%
 Appendix Q
Republic of the Philippines
OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO)

No. 30
Series 2004

SUBJECT: REVISED POLICIES AND STANDARDS FOR UNDERGRADUATE

TEACHER EDUCATION CURRICULUM
In accordance with the pertinent provisions of Republic Act (RA) No. 7722,
otherwise known as the “Higher Education Act of 1994,” and for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace
with the demands of global competitiveness, the following rules and guidelines
are hereby adopted and promulgated by the Commission.

ARTICLE I
INTRODUCTION
Section 1. Quality pre-service teacher education is a key factor in quality
Philippine education. In the Philippines, the pre-service
preparation of teachers for the primary and secondary educational
sectors is a very important function and responsibility that has
been assigned to higher education institutions. All efforts to
improve the quality of education in the Philippines are dependent
on the service of teachers who are properly prepared to undertake
the various important roles and functions of teachers. As such, it
is of utmost importance that the highest standards are set in
defining the objectives, components, and processes of the pre-
service teacher education curriculum.

ARTICLE II
AUTHORITY TO OPERATE
Section 2. All private higher education institutions (PHEIs) intending to offer
the Bachelor of Elementary Education (BEEd) or the Bachelor of
Secondary Education (BSEd) or any of the professional education
courses specified in both curricula must first secure proper
authority from the Commission in accordance with existing rules
and regulations. The government – supported institutions (i.e. state
universities and colleges (SUCs), and local colleges and
universities) are strongly encourage to strictly adhere to the
provisions in this policies and standards.

ARTICLE III
PROGRAM SPECIFICATIONS
Section 3. Degree
The degree programs herein shall be called Bachelor of Elementary
Education (BEEd) or the Bachelor of Secondary Education (BSEd).
Section 4. Program Description and General Objectives.
The BEEd is structured to meet the needs of professional teachers
for elementary schools and special education programs in the
Philippines, and the BSEd for the needs of professional teachers
for secondary schools in the Philippines.
The BEEd aims to develop elementary school teachers who are
either (a) generalists who can teach across the different learning
areas in grade school, (b) special education teachers, or (c) pre-
school teachers.
The BSEd aims to develop high school teachers who can teach in
one of the different learning areas in high school like Mathematics,
Physical Sciences, Biological Sciences, English, Filipino, among
others.
Section 5. Allied Programs
Teacher education is an applied discipline which draws from many
of the basic
disciplines in the social sciences (Psychology, Sociology,
Anthropology, Economics, Political Science, Applied Linguistics,
History, etc.), the Science and Technology Fields (Biology,
Chemistry, Physics, Mathematics, Engineering, Information
Technology, etc.), and the Humanities and related fields
(Languages, Literature, Philosophy, Journalism, etc.).

ARTICLE IV
COMPETENCY STANDARDS
Section 6. Graduates of the BEEd and BSEd programs are teachers who
 Have the basic and higher level literacy, communication, numeracy,
critical thinking, learning skills needed for higher learning.
 Have a deep and principles understanding of the learning processes
and the role of the teacher in facilitating these processes in their
students;
 Have a deep and principled understanding of how educational
processes relate to larger historical, social, cultural, and political
processes;
 Have a meaningful and comprehensive knowledge of the subject
matter they will teach;
 Can apply a wide range of teaching process skills 9including
curriculum development, lesson planning, materials development,
educational assessment, and teaching approaches);
 Have direct experience in the field/classroom (e.g., classroom
observations, teaching assistance, practice teaching);
 Can demonstrate and practice the professional and ethical
requirements of the teaching professions;
 Can facilitate learning of diverse types of learners, in diverse types
of learning environments, using a wide range of teaching knowledge
and skills;
 Can reflect on the relationships among the teaching process skills,
the learning processing in the students, the nature of the
content/subject matter, and the broader social forces encumbering
the school and educational processes in order to constantly improve
their teaching knowledge, skills and practices.
 Can be creative and innovative in thinking of alternative teaching
approaches, take informed risks in trying out these innovative
approaches, and evaluate the effectiveness of such approaches in
improving student learning; and
  Are willing and capable to continue learning in order to better fulfill
their mission as teachers.

ARTICLE V
CURRICULUM
Section 7. Curriculum Description
The curriculum herein is designed to prepare professional teachers
for practice in primary and secondary schools in the Philippines.
The design features include various components that correspond to
the basic and specialized knowledge and skills that will be needed
by a practicing professional teacher: foundational general education
knowledge and skills, theoretical knowledge about teaching and
learning, methodological skills, experiential knowledge and skills,
and professional and ethical values, and subject matter knowledge
appropriate to the level of teaching (i.e., pre-school, primary or
secondary).
The curriculum recognizes the need to equip teachers with a wide
range of theoretical and methodological skills that will allow them
more options and greater flexibility in designing and implementing
learning environments that will maximize their students’ learning,
once they are in the teaching service.

The curriculum is also designed so that the curricular components

are integrated. That is, the curriculum emphasizes the interweaving
of foundational, theoretical, methodological, and experiential
knowledge in the various learning experiences in the curriculum.
Section 8. Curriculum Outline

BEEd BSEd
General education Courses 63 63
Professional Educational Courses 54 51
Theory/Concepts courses 12 12
Methods/Strategies courses 27 24
Field Study courses 12 12
Special Topics courses 3 3
Specialization/Content courses 57 60

TOTAL UNITS 174 units 174 units

Section 9. General Education Courses
General education and legislated courses shall follow existing
requirements. The CHED Memorandum No. 59 Series 1996 (63
units) is the recommended track for the teacher education
programs. In addition, the course requirements for selected general
education courses are specified in this curriculum (refer to section
17).

Section 10. Professional Education Courses

These courses represent the component of the curriculum that
aims to develop the range of knowledge and skills needed in the
practice of the teaching profession. These courses are divided into
three broad categories: (a) theory and concepts courses, (b)
methods and strategies courses and (c) field study courses. In
addition, a cluster of special topics courses are required as part of
the professional education courses.
 Although the professional education courses are defined under
separate categories, all the courses should be taught in an
integrated manner. Thus, discussions of theory and concepts
should always be linked to the development of methods and
strategies and to experiential learning during field study, and vice
versa.

All the courses should be taught using a wide range of learning-

teaching approaches and student assessment procedures,
including whenever possible the use of some educational
technology.
Finally, all the courses should have a research requirement, which
may take the form of a term paper, case study, action research, or
other forms of research/scholarship as may be appropriate.

Section 11. Theory and Concepts Courses

The following are the theory and concepts courses that provide the
broad frameworks within which students can understand,
rationalize, and reflect on the various methods, strategies,
processes, issues, and other matters related to the teaching
profession.

Child and Adolescent Development 3 units

Facilitating Human learning 3 units
Social Dimensions of Education 3 units
The Teaching Profession 3 units

Section 12. Methods and Strategies Courses

The following are methods and strategies courses in the program
that aim to develop in students a wide range of skills to facilitate
and evaluate learning in diverse types of students in a variety of
learning environments.

Principles of Teaching 1 3 units

Principles of Teaching 2 3 units
Assessment of Student Learning 1 3 units
Assessment of Student Learning 2 3 units
Educational Technology 1 3 units
Educational Technology 2 3 units
Curriculum Development 3 units
Developmental Reading 1 3 units
Developmental Reading 2(for BEEd only) 3 units

Section 13. Field Study Courses

The following series of courses are the field study courses that are
intended to provide students with practical learning experiences in
which they can observe, verify, reflect on, and actually experience
different components of the teaching-learning processes in actual
school setting. The experiences will begin with field observation
and gradually intensify until students undertake practice teaching.

Field Study 1 1 unit

Field Study 2 1 unit
Field Study 3 1 unit
Field Study 4 1 unit
 Field Study 5 1 unit
Field Study 6 1 unit
Practice Teaching 6 units

Section 14. Special Topics Courses

Students will have the opportunity to explore special topics and
issues related to their field of study by taking three one-unit
elective seminars on a range of topics chosen by the teacher
education institutions, based on their perceived needs of the
students and the expertise of their faculty.

Some of the possible topics for these one-unit elective seminars

are, but are not limited to the following:
Teaching Multigrade Classes, Environmental Education, Teaching
Multicultural Classrooms, Integrative Teaching Strategies,
Collaborative Learning, Use of Popular Media in Teaching, Topics
on Distance Learning, Problem-Based Teaching, the Eight-Week
Curriculum, Addressing Learning Gaps, Teaching Indigenous
Peoples, among others.

Section 15. Content Course for Courses BEEd

For the BEEd program, all students have to complete 57 units of
content courses that correspond to the various learning areas in
the elementary education curriculum. These courses, which are in
addition to the related GE requirements, are distributed as follows:

Science 12 units
Mathematics 12 units
English 12 units
Filipino 6 units
Social Studies 6 units
Music, Arts and Physical Education 3 units
Home Economics and Livelihood Education 3 units
Values Education 3 units

For the BEEd program, students may choose to take 57 units of

content courses in two areas of specialization: Special Education
and Pre-School Education

Section 16. Specialization Courses for Courses BSEd

For the BSEd program, all students have to complete 60 units of
content courses in one of the following areas of specialization:

Mathematics
Physical Sciences
Natural Sciences
English
Filipino
Social Studies
Values Education
Technology Education
Music, Arts, and Health Education
Islamic Studies
Section 17. Sample Program of Study (Minimum Units)
The program of study herein is only an example. HEIs may use this
sample and modify it according to its needs. They may also add
other preferred courses. The example program of study is shown in
Annex A.

ARTICLE VI
Course Specifications

Section 18. The teacher education curriculum provides minimum

requirements for the course specifications for selected general
education courses, all professional education courses, and
specialization courses. The course specifications indicate the
minimum requirements. HEIs may follow their own course
specifications in the implementation of the program. However, the
minimum requirements for these courses should be complied with
by all HEIs. The complete course specifications are shown in
Annex B.

ARTICLE VII
Repealing Clause

Section 19. All pertinent rules and regulations or parts thereof that are
inconsistent with the provisions of this policy are hereby repealed
or modified accordingly.

ARTICLE VIII
Effectivity Clause

Section 20. These curricula for teacher education curriculum shall commence
first semester of school year 2005 – 2006 and shall be affected as
follows:

SY 2005 – 2006 For incoming freshmen

SY 2006 – 2007 For incoming freshmen and
sophomores
SY 2007 – 2008 For incoming freshmen, sophomores
and juniors
SY 2008 – 2009 All year levels

HE Is applying for permits to offer new teacher education programs

must comply with these policies and standards before they can be
granted permit to offer the programs.

ARTICLE IX
Acknowledgement

The Commission acknowledges the following for their contributions in the

development of these policies and standards:
The Technical Panel for Teacher Education composed of Dr. Allan B.I.
Bernardo, as Chair, Dr. Ester B. Ogena, as Co-Chair, Dr. Lolita M. Andrada,
Dr. Nilo E. Colinares, Dr. Amor Q. De Torres, Dr. Teresita G. Inciong, Dr. Isabel
F. Inlayo, Dr. Paz I. Lucido, Dr. Gloria G. Salandanan, Dr. Teresita T. Tumapon
and specially the TPTE Adviser and CHED Commissioner Ma. Cristina D.
Padolina, for the untiring efforts they have rendered in the development of
these policies and standards.

The hundreds of faculty members and administrators of different TEIs,

especially the Philippine Normal University, De La Salle University-Manila,
Centro Escolar University, and University of the Philippines-Diliman, who have
helped in developing specific components of these policies and standards
through the various workshops, write shops, and consultations;
The CHED-TPTE Secretariat, Dr. Teoticia C. Taguibao, Ms. Marietta L.
Manalang, Ms. Rosa F. Mercado, Ms. Rowena B. Espina, Ms. Leana DS.
Patungan,Ms. Aileen Rachel V. Mojica and Mr. Avelino D. Sanchez IV for the
technical and administrative support.

For strict compliance.

Pasig City, Philippines September 13, 2004

FOR THE COMMISSION

(SGD) MA. CRISTINA D. PADOLINA

Officer-In-Charge

Office of the Chairman

 Appendix R
Republic of the Philippines
Republika ng Pilipinas
OFFICE OF THE PRESIDENT
REPUBLIC OF THE PHILIPPINES
COMMISSION ON HIGHER EDUCATION
KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION

JOINT CHED and DepED ORDER

GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING:
FIELD STUDY AND PRACTICE TEACHING

To: CHED Commissioners DepED Undersecretaries

Regional Directors Assistant Secretaries
Presidents of Universities and Regional Directors
Colleges Schools Division Superintendents
Elementary/Secondary Principals

The Experiential Learning Courses (ELC) is indispensable components of

the New Teacher Education Curriculum, per CMO No.30 s., 2004. This is
pursuant to the National Competency Based Teacher Standards
(NCBTS), the core of the Teacher Education and Development Program
(TEDP) of the government.

The ELC are intended to provide students with actual learning

experiences in which they can observe, verify, reflect on, and practice the
different components of the teaching-learning processes in a variety of
authentic school settings. Such experiences, which are built around
mentoring, will begin with field observation and will gradually intensify
into participation until students undertake practice teaching.

As key independent stakeholders in the development of future teachers,

the Basic Education Schools (BES) provide the Teacher Education
Institutions (TEIs) the authentic environment to implement the teacher
education curriculum; the TEIs in turn provide schools with competent
teachers steeped in both theory and practice.

The Commission on Higher Education (CHED) through the TEIs and the
Department of Education (DepED) through the regional and division’s
offices and cooperating BES shall provide a collaborative support system
to the experiential learning courses.
The roles and responsibilities of the DepEd regional directors, schools
division superintendents, supervisors, principals/head teachers,
resource teachers, and cooperating teachers; and CHED regional
directors, the TEI deans/heads, college supervisors, and field study
students/student teachers, are likewise provided in the Enclosures.

The DepEd and the CHED Regional Offices shall set the parameters for
the Memorandum of Agreement (MOA) between the SDS and the
individual TEI or a group of TEIs. The MOA shall stipulate the
 administrative and technical support including the flexible incentive
system. (Refer to prototype MOAs)

The ELC Handbook is provided to ensure that the pre-service teachers

get maximum benefits from their experiential learning courses. (Refer to
Enclosures)

Any DepEd or CHED Order which is inconsistent with this Joint Order is
hereby rescinded.

Immediate and wide dissemination of this Joint Order is desired.

CARLITO S. PUNO JESLI A. LAPUS

Chairman Secretary
Commission on Higher Education Department of
Education

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

I. DEFINITION OF TERMS

Authentic School Setting/Learning Environment – refers to the real

school environment in basic education.
College Supervisor- refers to the faculty member of the Teacher
Education Institution (TEI) in charge of Experiential Learning Courses
(Field Studies and/or Practice Teaching), who teaches the course and
oversees the various activities. It also refers to the University/ College
Student Teaching Supervisor/Director/Coordinator.
Cooperating School/Internship School/Practicum Site/Partner
Public School- refers to the school where the field observes and student
teachers undergo observation and practice teaching.
Experiential Learning Courses- refer to the required subjects in the
pre-service education curricula that include Field Study Courses and
Practice Teaching.
Flexible Incentive System- refers to mutually-agreed upon monetary
e.g., honoraria, and non-monetary incentives, e.g., scholarships, tuition
discounts, free training, seminars, access to library and other school
facilities, distinctions and honorific titles, etc.
Field Study Student (FSS)- refers to the student taking field study
courses.
Portfolio- is both a product and process; purposeful collection of
pertinent student teaching materials such as lesson plans, documented
evidences of community outreach, reflections, and others.
Mentor/Cooperating Teacher- refers to the teacher who is assigned to
guide the FSS/student teacher in the development of professional
competencies, attitudes and behaviors.
Mentoring- refers to a nurturing process in which a highly-skilled or
more experienced person provides support and encouragement to a less
experienced person.
Pre-service teacher- refers to the student enrolled in the BEEd, BSEd
and other related teacher education programs.
 Resource Teacher- refers to the resource facilitator in the Field Study
Courses.
Student Teacher- refers to the student who undergoes practice teaching.

II. ROLE OF DEPED AND CHED

Regional Offices

The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning courses;
2. Set the parameters of the MOAa between the SDS and TEIs or group of
TEIs; determine and articulate the human resource requirements for
basic education and TEIs of the region;
3. Conduct regular monitoring and evaluation of the ELC, utilize and
disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward recognition and reward system to
performing TEIs as regards to experiential learning

Schools Division Offices

The SDS, in collaboration with the TEI and school principals, shall:
1. Forge a MOA with TEIs on the deployment of pre-service teachers on
experiential learning courses.
2. Review and subsequently approve, requests for cooperating schools;
3. Conduct orientation on field study and practice teaching with the TEIs
and cooperating staff; and
4. Monitor and evaluate the capacity of the cooperating school;

Cooperating School

A. Field Study

1. The Principal shall accept the FSS and see to it that they are assigned to
observe any teacher;
2. The Principal shall coordinate with TEI supervisor concerning field study
assignments and problems;
3. The Principal shall ensure the orientation of the FSSs on the following:
a. Policies, regulations and environment of the school;
b. Assignment of classes and responsibilities; and
4. The Principal will participate in a debriefing session with the resource
teacher, the FSS and the college practicum supervisor.

B. Practice Teaching
The duties and responsibilities are:
1. Assign a student teacher to a qualifies cooperating teacher in
coordination with the school department head/chairman and with the
University/College Student Teaching Supervisor/Director;
2. Conduct regular conference with the cooperating teachers as regards
to the performance of the student teachers;
3. Coordinate with the college supervisor of the student teacher;
 4. See to it that student teachers are not allowed to substitute for
teachers who are on leave; and
5. Prepare required reports to the SDS.

Resource Teachers and Cooperating Teachers/Mentors

A. Field Study
The Resource Teachers shall:
1. See to it that the FSS’s role is limited to the requirements and
activities of the particular field study course;
2. Accommodate FSSs in their actual classroom teaching and are not
duty bound to mentor/coach; and
3. Certifies the attendance of the FSSs.

B. Practice Teaching
1. Observe mentor-mentee relationship;
2. Assist the student teachers in honing their skills through:
2.1 regular class observation and post conference
2.2 lesson planning
2.3 use of varied strategies/approaches/techniques
2.4 classroom management
2.5 assessment of learning outcomes
2.6 questioning techniques
2.7 preparation of instructional materials
2.8 preparation of examinations/various assessment modes
2.9 accomplishment of different forms and related work
3. observe, coach/mentor and evaluate the performance of the student
teacher;
4. keep a record of observations and post conferences made with the
student teacher;
5. model effective teaching and management techniques;
6. provide the student teacher the opportunity to teach independently
and collaboratively;
7. allow the student teacher to participate in co-curricular and
school/community activities;
8. complete a set of summative evaluation reports for each student
teacher; and
9. recommend a PASS or FAIL standing for the student teacher for the
practicum.

III. ROLE OF THE TEI

The TEI Dean shall:
1. Initiate conferences with the Regional Director, Schools Division
Superintendents (SDS)/Private School Principals in selecting
cooperating schools;
2. Prepare a MOA between TEI and the Division Office (DO) to be signed
by the College/University President and the SDS;
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare a formal communication to the school principal relative to the
deployment of FSS and Student Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to
schools as arranged with the Schools Division Superintendent (SDS);
 6. Provide flexible incentive system to personnel (cooperating teachers,
school principal, department heads and supervisors) involved in
student teaching as stipulated in the Memorandum of Agreement; and
7. Provide a functional space for Experiential Learning Courses.

The TEI College Supervisor shall:

1. Orient the pre-service teachers on the rationale and procedures of the
experiential learning courses;
2. Conduct orientation meetings in order that expectations of both
parties are made clear to all concerned;
3. Determine the readiness and ability of the pre-service teachers to
undergo practice teaching; and
4. Coordinate with the cooperating school head regarding the activities
and practice teaching needs of the student teachers;
5. Orient the student teachers for their off-campus work;
6. Conduct regular observation and evaluation of the practice teaching
performance of student teachers;
7. Coordinate regularly with the cooperating school principal/head
teacher, and cooperating teacher regarding performance of the
student teachers;
8. Submit written reports to the College Dean, copy furnished the school
principal and the SDS, at least twice a month regarding the:
a. Progress/performance of the student teachers
b. Problems/difficulties met by the student teachers
c. Solutions/actions taken to solve the problem
9. Conduct debriefing sessions, interview/case studies of student
teachers.

IV. SELECTION OF COOPERATING SCHOOLS

A. Field Study
All basic education schools may be chosen as cooperating schools.

B. Practice Teaching
A school may be selected if:
a. It is an above average performing school in academics as evidenced
by its:
 Performance in division, regional and national
examinations/competitions
 Performance of graduates in admission tests in prestigious
schools
 Good image in the community
b. It has master teachers/effective teachers who can provide the best
mentoring to the student teachers; is accessible to the student
teachers; and
c. It is managed by a full-time and competent administrator.
V. SELECTION OF RESOURCE TEACHERS AND COOPERATING
TEACHERS/MENTORS

A. Field Study
Any teacher in a Field Study Cooperating School can be a Resource
Teacher.

B. Practice Teaching

He/She:
1. Has at least 3 years of teaching experience;
2. Performs satisfactorily in accordance with the NCBTS;
3. Is a major of the learning area the student teachers will practice in
(for secondary level);
4. Is willing to take responsibility for training/mentoring the student-
teacher;
5. Has been (or is) a demonstration teacher at the least, on the school
level; and
6. Is a regular teacher, not a substitute or a para teacher

VI. DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS

A. Field Study
The FSS shall:
1. Take the field study courses congruent to their professional
education subjects;
2. Observe proper decorum and behavior when making field visits
and observations in the schools where they are fielded; and
3. Accomplish the requirements of the course as scheduled.

B. Practice Teaching
The Student Teacher shall:
1. Participate actively in school-related activities, however, priority
should be given to academic related activities;
2. Notify the cooperating teacher in case of absences;
3. Consider/be open to constructive criticisms;
4. Respect the dignity and rights of children;
5. Come prepared at all times;
6. Secure clearance from the cooperating school;
7. Accomplish the internship portfolio;
8. Project a good image as a teacher at all times by observing:
a. Code of Ethics
b. Proper dress code
c. Punctuality in all activities of the internship.
 Appendix S
MEMORANDUM OF AGREEMENT

Know ALL Men By These Presents:

This Memorandum of Agreement is made and entered into by

and between:
Represented by its President, and Dean of
the
College of Education with principal addresses at
and hereinafter referred to as the FIRST
PARTY.

The Department of Education, represented by the Schools Division

Superintendent of
, and the cooperating school
Principal,
With principal addresses at and hereinafter referred
to as
The SECOND PARTY.

WITNESSETH:

WHEREAS, the First Party and the Second Part are concerned about the pre-
service education of teachers as a key to achieving sustainable quality basic
education;

WHEREAS, the First Part and the Second Part are committed to improve the
quality of basic education in the Division of

WHEREAS, both parties believe that a major key to reaching that goal is
qaulity pre-service training program that will provide student teachers
opportunities to:

1. Develop the competencies set in the National Competency-Based

Teachers Standard (NCBTS);
2. Apply their learnings in actual classrooms situations;
3. Gain comprehensive and realistic perpective of the teaching learning
situations and day-to-day school activities and;
4. Reflect on their qualities and commitment vis-à-vis the demands of the
teaching profession.

WHEREAS, both parties believe that aside from the usual practice teaching,
intensive field study is necessary to adequately prepare the student teachers
for their functions and responsibilities.

NOW THEREFORE, premises considered, the parties agree to the following:

1. The FIRST PARTY will
1.1 coordinate with the School Division Superintendent and the School
Head on the deploment of the Field Study Students (FSS) /
Student Teachers (ST);
1.2 conduct regular supervisory visit during the stay of the FSS/ST in
designated school;
 1.3 gather feedback from the cooperating schools on FSS/ST activities
/ performance for the improvement of the program;
1.4 conduct exit conference with the cooperating school head;
1.5 and provide flexible incentive package/reward system for
cooperating school.

2. The SECOND PARTY will

2.1 conduct orientation/briefing on the school learning environment
and the community system;
2.2 allow FSS/ST to observe classes and school activities as required;
2.3 provide FSS/ST the best resource teachers/mentors;
2.4 allow the First Party to supervise the activities of their FSS/ST in
coordination with the department heads/grade level chairs/school
head;
2.5 allow the FSS/ST also access to school information for research
and instructional purposees;
2.6 monitor and evaluate the perfomance of cooperating schools; and
2.7 submit consolidated reports on student teachers.

This AGREEMENT shall take effect immediately upon signing by all parties
concerned and shall remain in force unless sooner terminated by mutual
consent.

IN WITNESS WHEREOF, parties of the agreement hereunto affix their

signature this
Of , 20 at ,
Philippines

Teacher Education Institution Basic Education Schools

President Schools Divisions

Superintendent

Dean, College of Education School Principal

Signed in the Presence of:

Witness Witness

REPUBLIC OF THE PHILIPPINES

 ACKNOWLEDGEMENT

This day of 20 at the personally appeared before me

Name CTC No. Issued at Issued on

All known to me to be the same persons who executed the foregoing

instrument, and they acknowledged to me that the same is their free and
voluntary deed.

WITNESS MY HAND AND SEAL

 Appendix T
Republic of the Philippines
Department of Education
DepED Complex, Meralco Avenue, Pasig City

MAR 02, 2009

DepED ORDER
No. 20 , s. 2009

FURTHER REVISIONS TO THE HIRING GUIDELINES FOR TEACHER I

POSITIONS
UNDER DEPED ORDER NO. 4, S. 2007

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
Schools Division / City Superintendents
Head, Public Elementary and Secondary Schools

1. For the information and guidance of all concerned, enclosed are further
revisions to
DepED Order No. 4, s.2007 (Revisions to the Hiring Guidelines for
Teacher I Positions).

2. Immediate dissemination of and compliance with this Order is directed.

JESLI A. LAPUS
Secretary
Encl:
As stated
Reference:
DepED Order: (No. 4, s. 2007)
To be indicated in the Perpetual Index
Under the following subjects:

APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS

Enclosure to DepED Order No. 20, s. 2009

FURTHER REVISIONS TO THE HIRING GUIDELINES FOR
TEACHER I POSITIONS UNDER DEPED NO. 4, S. 2007
 The Department of Education (DepED) actively Implements policy
reforms called Basic Education Sector Reform Agenda (BESRA) which are
expected to create critical changes necessary to further accelerate, broaden,
deepen and sustain the improved current educational efforts. The vision for
improved school performance propels a unifies system that provides for the
need for highly qualified teachers.

In order to institutionalize the objectives of BESRA, particularly the

reforms I Teacher Education and Development Program (TEDP) and School
Based Management (SBM), the revisions to the hiring guidelines for Teacher I
positions in the public elementary and secondary schools under DepED Order
No. 4 s. 2007 (Revisions to the Hiring Guidelines for Teacher I Positions) shall
be implemented by Schools Divisions consistent with the pertinent provisions
of existing laws, rules and regulations effective School Year 2009-2010.

1.0 SCOPE

These guidelines which shall apply to the filling up of newly created or

natural vacancies for Teacher I positions in public elementary and
secondary shall cover the following areas/aspects:

(a) Recruitment – Announcement of Vacancies and Receipt of

Applications
(b) Verification and Validation of Documents Submitted
(c) Evaluation and Selection of Applicants
(d) Appointment of Qualified Applicants
(e) Monitoring of Division Office Compliance by the Regional Office

2.0 DEFINITION OF TERMS

2.1 Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional
Regulation Commission (PRC) seeking to be appointed to a Teacher I
position.
2.2 Qualified Applicant refers to a person who underwent and passed
the evaluation and selection process and met the requirements for
appointment to a Teacher I position.
2.3 Registry of Qualified Applicants (RQA) refers to the official list of
those who obtained an over-all score of fifty (50) points or above during
the evaluation and selection processes.
2.4 Bona fide resident refers to a qualified applicant who declared
himself/herself a resident of a particular barangay, municipality, city or
province for at least six (6) months in the Personal Data Sheet (CSC
Form 212, revised 2005) accompanying his/her application.
2.5 Catchment areas refer to adjacent barangays where there is no
school but are being served by elementary schools located in a particular
barangay.

3.0 BASIC RULES ON HIRING FOR TEACHER I POSITIONS

3.1 The recruitment, evaluation and selection of applicants for Teacher

I positions shall start from January to April of each year.
3.2 An applicant shall file his/her application to the school head of
either an elementary or secondary school.
 3.3 Appointments of teachers shall be made prior to the opening of the
current school year beginning June and until the next Registry of
Qualified Applicants (RQA) has been prepared.
3.4 The guidelines on deployment shall be strictly observed (DepED
Order 21, s. 2005).
3.5 Public school teachers requesting for transfer to another
assignment are not considered new applicants and should therefore not
be subjected to these hiring guidelines.
3.6 As provided in Sec. 26 (b) paragraph 2 of RA 9293, teachers who
have not practiced their profession for the past five (5) years shall be
required to take at least twelve (12) units of education courses,
consisting of at least six (6) units of pedagogy and six (6) units of context
courses.

4.0 RECRUITMENT PROCEDURE

4.1 An applicant shall submit to the nearest elementary or secondary

school head a written application supported by the following documents:
 CSC Form 212 (revised 2005) in two copies with the latest 2x2 ID
picture
 Certified photocopy of PRC Certificate of Registration/License
 Certifies photocopy of ratings obtained in the Licensure Examination
for Teachers/Professional Board Examination for Teachers
 Certified copies of transcript of records for baccalaureate course
 Copies of service record, performance rating and school clearance for
those with teaching experience
 Certificates of specialized training, if any
4.2 The School Selection Committee shall verify all documents as to
completeness and authenticity.
4.3 The applicant assumes full responsibility and accountability on
validity and authenticity of the documents submitted. Any violation will
merit corresponding sanctions after due process.
4.4 The School Selection Committees shall submit to the concerned
Division Sub-committees the lists of applicants together with the
required documents.

5.0 EVALUATION AND SELECTION

5.1 The Schools Division Superintendent (SDS) shall organize the

following Committees:

A. School Selection Committee

B. Division Sub-Committee
C. Division Selection Committee

5.2 The Committees shall have the following compositions and functions:

A. School Selection Committee

1. Composition
 1.1 The Committee at the elementary level shall be chaired by the
School Head with four (4) Master Teachers/best performing teachers
as members.
1.2 The committee at the secondary level shall be chaired by the
School Head, the Department Head concerned and three (3) teachers
from the different learning areas as members.

2. Functions
2.1 Receives applications.
2.2 Verifies documents as to completeness, veracity, accuracy and
authenticity.
2.3 Submits the list of applicants with the corresponding documents to
the Division Sub-Committees for elementary and secondary levels.
2.4 Recommends to the SDS the appointments of qualified applicants
listed in the RQA for the current school year who are bona fide
residents of the locality where the vacancies exist and those from the
“catchment areas” who are to be assigned in public elementary and
secondary schools, consistent with the provisions of RA No. 8190
(Localization Law).

B. Division Sub-Committee

1. Composition

1.1 The Division Sub-committee for elementary level shall be chaired

by a School Head with four (4) other School Heads as members.
1.2 The Division Sub-Committee for secondary level shall be chaired
by a School Head with four (4) other School Heads as members.

2. Functions

2.1 Receives the list of applicants with the corresponding documents.

2.2 Reviews the documents submitted by the School Selection
Committee as to completeness, accuracy, authenticity, and veracity.
2.3 Evaluates applicants on Education, Teaching Experience,
LET/PBET Rating, Experiential Learning Course and Specialized
Training and Skills.
2.4 Conducts interviews.
2.5 Observes and rates demonstration teaching of applicants.
2.6 Administers the English proficiency test.
2.7 Consolidates individual ratings and submits the initial rank list of
qualified applicants to the Division Selection Committee.

C. Division Selection Committee

1. Composition

For Elementary Schools

Chair: Assistant Schools Division Superintendent
Members:
Two (2) Education Supervisor I
President of the PESPA (Division Chapter)
President of the Teacher’s Association (Division Level)

For Secondary Schools

Chair: Assistant Schools Division Superintendent
 Members:
Two (2) Education Supervisor I
President of the PAPSSA (Division Chapter)
President of the Teacher’s Association (Division Level)

1.1 in a schools division where there is no ASDS, the Superintendent

shall designate an Education Supervisor I as the Chair of the Division
Selection Committee, in addition to the two (2) Education Supervisor I
members.
1.2 The personnel in-charge of personnel actions shall provide
secretariat services and maintain records of proceedings of deliberation.

2. Functions
2.1 Prepares the written English Proficiency Test.
2.2 Reviews and consolidates the results of the individual ratings of
applicants, one for elementary level and another for secondary level, by
subject area, showing the scores they obtained in the criteria for
evaluation.
2.3 Prepares a division-wide rank list, one for elementary level and
another for secondary level, based on item 2.2
2.4 Prepares the RQA of qualifies applicants who obtained total scores
of fifty (50) points or above by school district, for elementary level, and by
school for secondary level, and by school for secondary level, by subject
area.
2.5 Submits the complete results of the evaluation of applicants (items
2.2, 2.3 and 2.4), including pertinent records of deliberations, to the SDS
for approval.

5.3 Applicants shall be evaluated using the following criteria:

CRITERIA POINTS
a. EDUCATION 25
b. TEACHING EXPERIENCE 10
c. LET/PBET RATING 10
d. EXPERIENTIAL LEARNING COURSE 5
e. SPECIALIZED TRAINING AND SKILLS 5
f. INTERVIEW 10
g. DEMONSTRATION TEACHING 20
h. COMMUNICATION SKILLS 15
TOTAL 100

5.3. A EDUCATION – 25 points

Scoring Education is in terms of the applicant’s academic achievement

which means that all subjects with corresponding units must be included in
the computations.

General
Equivalent
Weighted
Points
Average
1.0 25 25
1.1 23.75 24.25
1.2 22.5 23.5
 1.3 21.25 22.75 General
1.4 20 22 Equivalent
Weighted
Average Points
1.5 18.75 21.25
1.6 17.5 20.5 2.0 12.5 17.50
1.7 16.25 19.75 2.1 11.2 16.75
1.8 15 19 2.2 10 16.00
1.9 13.75 18.25 2.3 8.75 15.25
2.4 7.5 14.5
2.5 6.25 13.75
When the percentage rating is used, 2.6 5 12.25
the following table of equivalence shall 2.7 3.75 11.5
be used:
2.8 2.5 10.75
2.9-3.0 1.25 10

Percentage
Points
Rating
99.0-100 1.0
97.75-98.75 1.1
96.5-97.5 1.2
95.25-96.25 1.3
94.0-95.0 1.4
92.75-93.75 1.5
91.5-92.5 1.6
90.25-91.25 1.7
Percentage GWA 89.0-90.0 1.8
86.5-87.5 2.0 87.75-88.75 1.9
85.25-86.25 2.1
84.0-85.0 2.2
82.75-83.75 2.3
81.5-82.5 2.4
80.25-81.25 2.5
79.0-80.0 2.6
77.75-78.75 2.7
76.5-77.5 2.8
75.0-76.25 2.9-3.0

Applicants with non-education degrees shall be rated using their GWAs in their
baccalaureate degrees and the 18 professional units in education.

For schools with “unique” grading systems, a corresponding transmutation

table must be constructed.

5.3.B TEACHING EXPERIENCE – 10 points

Teaching experience in pre-school, SPED, elementary and secondary in private

and public schools shall be given one (1) point for every school year but not to
exceed 10 points.

For every month of service, 0.1 point shall be given.

Example: 8 months = 0.8 point
11 months = 1.1 points
5.3.C LET/PBET RATING – 10 points

Scoring applicant’s PBET performance in the

LET/PBET shall be as Points follows:
Rating
82 + 10
LET Rating Points
80-81 9
87 + 10
78-79 8
85-86 9 76-77 7
83-84 8
74-75 6
81-82 7 72-73 5
79-80 6
70-71 4
77-78 5
75-76 4

5.3.D EXPERIENTIAL LEARNING COURSES – 5 points

RUBRICS FOR EXPERIENTIAL COURSE

1. Field Study

Point Adjective
Scale % Indicators
System Equivalence
Presents clear description of
experiences that are considered
worthwhile and helpful,
95-
5 1.00 Excellent Explains judgements on personal
100
strength and weaknesses; includes
successful outputs and
accomplishments.
Presents some examples of
1.25- experiences, some explanations of
4 90-94 Proficient
1.50 strengths and weaknesses and
includes come achievements.
Contains some examples of learning
experiences with few explanations of
1.75-
3 85-89 Satisfactory personal strengths and weaknesses
2.00
and statement of what has been
achieved.
There is little evidence of reflections
and insights learned very few details
2.25- of experiences. Judgement of
2 80-84 Developing
2.50 personal performance is very limited,
with little or no attention paid to
strengths and weaknesses of work.
There is an absence of evidence of
Needs reflection; no details of experiences
2.75-
1 75-79 Improvemen and judgement of performance,
3.00
t without statement of strengths and
weaknesses and achievements.
 2. Practice Teaching

Point Adjective
Scale % Indicators
System Equivalence
 Presents a variety of work done
individually or in group
 Uses many resources
 Shows good organization and a
95-
5 1.00 Outstanding clear focus
100
 Displays evidences of self-
assessment such as revisions, a
letter on why one chose a certain
entry, etc.
 Present a variety of work done
individually or in group
 Uses many resources
 Contains minor organizational
flaws
1.25- Very
4 90-94  Exhibits some errors in grammar,
1.50 Satisfactory
usage or mechanics
 Reflects enthusiasm, creativity,
self-assessment, extensive
investigations and analysis of
information
 Presents fewer work and some
resources
 Includes confusing organization
1.75- and a focus which is nuclear
3 85-89 Satisfactory
2.00  Reflects some enthusiasm,
creativity, self-assessment,
extensive investigations and
analysis of information.
 Contains problems in mechanics
that interfere with communication
2.25-
2 80-84 Fair  Reflects poor organization
2.50
 Lack focus, enthusiasm, creativity
and analysis of information
 Consists mainly of ditto sheets or
2.75- Needs pages copied from a textbook
1 75-79
3.00 Improvement  Contains no evidence of student
thinking
5.3. E SPECIALIZED TRAINING AND SKILLS – 5 points

Any of the specialized training for skills development such as journalism,

sports, music, theatre arts, Information and Communication Technology (ICT)
and other similar or allied skills shall be given a maximum of 5 points.
In the assignment of points, the following should be met:

 At least one (1) week training;

 Duly supported with documents;
 The skill shall be validated thru demonstration

Points may also be given to skills acquired from experience to be validated thru
demonstration.

5.3. F INTERVIEW- 10 points

The Division Sub-Committee shall interview the applicants based on the
following attributes:
Personality (5 pts) each indicator to be given one (1) point
Appearance
Voice and Speech
Poise
Alertness
Self-confidence

Potential (5 pts) each indicator to be given one (1) point

Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress tolerance

5.3. G DEMONSTRATION TEACHING- 20 points

Applicants shall be given points on aspects such as: lesson plan, presentation
of the lesson, classroom management and evaluation of pupil/student
performance strictly following the applicable NCBTS strands and indicators.

5.3. H COMMUNICATION SKILLS- 15 points

An English Proficiency Test with a maximum score of 100% shall administer to
applicants. The competencies and contents of the test are indicated below.
However, as to the procedure and the test items to be administered to the
applicants, these are left to the expertise of the Division Selection Committee.
1. Listening
2. Speaking
3. Reading
4. Writing

The percentage score obtained by an applicant shall be multiplied by the

weight or 15 points, as follows:
Percentage Score = 98% or .98
Weighted Point = 15
Rating = .98 x 15 = 14.7 points
6.0 Constituting and Utilizing the Registry of Qualified Applicants (RQA)

6.1 The cut-off score for inclusion in the RQA is fifty (50) points.
6.2 The RQA is the list of qualified applicants for appointment which
shall include their names, permanent addresses and final evaluation
ratings. It shall be used in filling-up new items and natural vacancies
for Teacher I positions.
6.3 In the event that an applicant is not appointed to any teaching
position during the school year, he/she shall be automatically
included in the next year’s updating of the RQA. He/she may opt to
submit new documents to be included in the evaluation with new
applicants; otherwise he/she retain his/her previous points.
6.4 Only a qualified applicant for a specific subject area shall fill the
vacancy in that subject area needed at the secondary school level
before the residence of the qualified applicant is considered.
6.5 The School Selection Committee may recommend qualified
applicants from other subject areas to fill the position when there is
no available qualified applicant with the preferred subject area of
specialization.
6.6 Recommendations by the School Selection Committee for the
appointment of qualifies applicants included in the RQA to be sent
to the Division Office should be signed by all the Committee members.

7.0 APPOINTMENT OF QUALIFIED APPLICANTS

7.1a Posts the complete results (C.2.5) in at least three (3) conspicuous
places in the Division Office: consolidated results of the individual
ratings, division-wide rank list and RQA of teachers who obtained
total scores of fifty (50).

7.1b Appoints only from among the qualified applicants recommended

by the School Selection Committee in the school/school districts
where the vacancies exist.

7.1c Ensures that the matching of qualified applicants in the RQAs with
the available vacant positions in schools shall be done consistent
with the provisions of RA No. 8190 (Localization Law) and other
pertinent laws, rules and regulations, in the following order:

a. Qualified applicants in the RQA who are bona fide residents of

barangays where schools with vacancies are located are to be
recommended for appointment. Bona fide residents of adjacent
barangays where no schools are located and have been identifies as
“catchment areas” shall also be considered.
b. When there are more qualified bona fide residents of the barangay
and “catchment areas” than the available vacant positions to be filled
up, the School Selection Committee shall determine those to be
recommended for appointment.
c. When bona fide residents of the barangay and “catchment areas” have
been appointed and there are still available vacant positions to be
filled up, qualified applicants from the municipality or city shall be
appointed.
d. If there are two or more qualified applicants who are bona fide
residents of the municipality or city where the school with a vacancy
 exists, the School Selection Committee will choose from among the
qualified applicants.
e. When bona fide residents of the municipality or city have been
appointed and there are still available vacant positions to be filled up,
qualified applicants from the province shall be appointed.
f. If there are two or more qualified applicants who are bona fide
residents of the province where a school vacancy exists, the School
Selection Committee shall select from among the qualified applicants.

7.1d Provides every elementary and secondary school with copies of the
RQAs for posting in their areas of jurisdiction. Regional Directors
shall also be provided with copies of the RQAs.

7.1e Furnishes the Local Government Units with copies of the RQAs.
Discussions shall be done to encourage their use of the RQAs in
hiring licensed teachers to locally-funded items.

8.0 MONITORING OF DIVISION COMPLIANCE AND SANCTIONS

8.1 Regional Directors shall regularly monitor and ensure the full
implementation of the provisions of these hiring guidelines, as follows:
a. Extent of dissemination and discussion of these guidelines with
teachers, school heads, district supervisors, superintendents and
other schools division’s officials;
b. Preparation of schools to receive, acknowledge and endorse
applications;
c. Organization of Division Sub-Committees and Selection Committees;
d. Briefing and orientation of members of these committees regarding
their roles and functions;
e. Preparation of scoring sheets, interview guides and tests of applicants;
and
f. Extent of briefing and information sharing with local governments and
other local stakeholders in teacher hiring.
8.2 Anyone found guilty of violating any of the provisions of these revised
guidelines or any part thereof shall be administratively dealt with
accordingly.

9.0 GRIEVANCE AND PROTEST PROCEDURES

Aggrieved qualified applicants in the RQAs of the School Division Offices

may file a protest.

The protest, which shall be subscribed and sworn to in the form of a letter-
complaint in three (3) copies, shall be field at the regional office within
ninety (90) days from the issuance of the appointment.

The Regional Director shall, upon receipt of the complaint, furnish the
Schools Division Superintendent (SDS) of the complaint within seventy-two
(72) hours. The SDS shall answer within fifteen (15) days.

On the basis of the replies of the complaint and respondent, the Regional
Director shall have fifteen (15) days to make the decision which shall be
final in so far as DepED is concerned. Any appleal to the DepED decision
shall be filed with the Civil Service Commission.
10.0 REPEALING CLAUSE

Rules, regulations and issuances which are inconsistent with these

guidelines are hereby repealed, rescinded or modified accordingly.

11.0 EFFECTIVITY

The revised guidelines and criteria provided in this Order shall take effect
immediately.

JESLI A. LAPUS
Secretary
 Appendix U

Republic of the Philippines

Department of Education

14 MAR 2014
DepEd ORDER
No. 14, s. 2014

HIRING GUIDELINES FOR TEACHER I POSITIONS

EFFECTIVE SCHOOL YEAR (SY) 2014-2015

To: Undersecretaries
Assistant Secretaries
Bureau Directors
Regional Directors
School Division Superintendents
Heads, Public Elementary and Secondary Schools

1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2014-
2015 are enclosed for the information and guidance of all concerned.

2. The insurance of these Guidelines aims to integrate and further

institutionalize the primary objective of the K to 12 Basic Education
Program, which is to enhance the overall quality of basic education in the
country by hiring highly-competent teachers, and to uphold the mandate
of the Department of Education (DepED) under the Magna Carta for
Public School Teachers (Republic Act No. 4670) to promote and improve
public school teachers’ employment and career opportunities as well as
to attract more people with proper qualifications to the teaching
profession.

3. Immediate dissemination of and strict compliance with this Order is

directed.

BR. ARMIN A. LUISTRO FSC

Secretary
Encl.:
As stated
References:
DepEd Order Nos.: 12, 25 and 37, s. 2012
To be indicated in the Perpetual Index
Under the following subject:

APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE
POLICY
TEACHERS
HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVELY SY 2014-
2015

The Department of Education (DepEd) recognizes that the success of any

education system greatly relies on the competence of its teachers. Hence, one
of the primary issues the Department aims to address through its
comprehensive implementation of the K to 12 Program id the need for highly
competent teachers in public elementary and secondary schools. The program
plans to achieve this objective through significantly improving professional
standards that will better ensure that the teachers hired are able to
substantially contribute to the development of lifelong learners. Furthermore,
the hiring system is also set to provide opportunities for the regularization and
absorption of all qualified kindergarten volunteers and LGU-hired teachers into
the national plantilla.

Faithful to the merit and fitness principle of the Civil Service Doctrine of the
Constitution and DepEd’s continuing thrust to enhance the quality of basic
education, these hiring guidelines are hereby promulgated for Teacher I
positions consistent with the pertinent provisions of existing laws, rules and
regulations effective School Year 2014-2015.

1.0 SCOPE

These guidelines, which will apply to the filling up of newly created and/or
natural vacancies for Teacher I positions in public elementary (including
kindergarten) and secondary schools shall cover the following areas/aspects:

1.1 Recruitment- Announcement of Vacancies and Receipt of

Applications
1.2 Verification and Validation of Documents Submitted
1.3 Evaluation and Selection of Qualified Applicants
1.4 Appointment of Qualified Applicants
1.5 Monitoring of Division Office Compliance with Hiring Guidelines by
the Regional Office

2.0 DEFINITION OF TERMS

2.1 Applicant refers to a person who holds a valid certificate of

registration/professional license as a teacher from the Professional
Regulation Commission (PRC) seeking to be appointed to a Teacher
I Position.
2.2 Bona fide resident refers to an applicant who has been residing
for at least six (6) months at the barangay, municipality, city or
province in which the school being applied to for a teaching
position is located, as evidenced by the Personal Data Sheet (CSC
Form 212, Revised 2005) and a Voter’s Identification Card or any
proof of residency.
2.3 Catchment area of a school refers to a barangay, municipality,
city or province which has no school and which being served by
kindergarten, elementary and secondary school/s in an adjacent
barangay, municipality, city or province.
2.4 Locality refers to a barangay, municipality, city or province.
2.5 Qualified applicant refers to an applicant who has been screened
and who, therefore, meets the evaluation and selection criteria
used by the School Division as provided for in the enclosed
guidelines.
 2.6 Registry of Qualified Applicants (RQA) refers to the official list of
applicants who obtained an overall score of fifty-five (55) points
and above based on the criteria set and as result of the evaluation
and selection processes.

3.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER

POSITIONS

3.1 DepEd Order No. 22, s. 2013, otherwise known as “Revised

Guidelines on the Transfer of Teachers from One Station to
Another” shall be strictly observed.
3.2 Public School teachers requesting for transfer to another
assignment are not considered new applicants and should
therefore not be subject to these hiring guidelines.
3.3 DOST scholars for teaching positions in public schools shall
comply with and are subject to these hiring and appointment
Guidelines.
3.4 As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An
Act Amending Certain Sections of Republic Act Numbered Seventy-
eight Hundred and Thirty-six (RA 7836), Otherwise Known as the
Philippine Teachers Professionalization Act of 1994.” Teachers who
have not practiced their profession for the past five (5) years shall
be required to take at least twelve (12) units in education courses,
consisting of at least six (6) units of content courses.
3.5 These Guidelines shall not apply to teacher applicants for the
Senior High Schools of the K to 12 Basic Education Program.

4.0 RECRUITMENT PROCEDURE

4.1 An applicant shall submit to the head of elementary or secondary

school where a teacher shortage or vacancy (regular and/or
natural) exists a written application supported by the following
documents:
a. CSC Form 212 (Revised 2005) in two copies with the latest 2x2
ID picture
b. Certified photocopy of PRC professional identification card
c. Certified photocopy of ratings obtained in the Licensure
Examination for Teachers/Professional Board Examination for
Teachers
d. Certified copy of transcript of records
e. Copies of service record, performance rating, and school
clearance for those with teaching experience
f. Certificates of specialized training, if any
g. Certified copy of Voter’s ID and/or any proof of residency as
deemed acceptable by the School Screening Committee
h. NBI Clearance
i. Omnibus certification of authenticity and veracity of all
documents submitted, signed by the applicant

If any one of the required documents is not submitted, the School

Screening Committee shall refuse acceptance of the application.

Substitutes for the above-named identification documents, such as a

barangay clearance, shall not be accepted.
 4.2 The School Screening Committee shall verify all documents as to
completeness and authenticity. The committee shall issue a
certification to the applicant that it has received the application
specifying the documents that have been submitted in support of
the application.
4.3 The applicant assumes full responsibility and accountability on the
validity and authenticity of the documents submitted, as evidenced
by the Omnibus certification of authenticity (item 4.1.i above). Any
violation will automatically disqualify the applicant from the
selection process.

5.0 EVALUATION AND SELECTION

5.1 The Schools Division Superintendent (SDS) shall issue an Order

organizing and designating the members of the following
committees:

5.1.1 School Screening Committee

5.1.2 Division Selection Committee

5.2 the Committees shall have the following compositions and

functions:

5.2.1.1 Composition

a. The Committee at the elementary level shall be chaired by

the School Head with four (4) teachers as members.

In the case of primary, incomplete elementary and multi-

grade (MG) schools, the Committee shall be chaired by
the cluster school head with four (4) teachers from the
cluster schools as members.

b. The Committee at the secondary level shall be chaired by

the School Head. The Department Head concerned and
three (3) teachers from the different learning areas (as
needed based on the school’s vacancies) shall be
members.

For small secondary schools that do not have department

heads, the School Head shall be the Committee Chair
with four (4) subject leaders from different learning areas
as members.

c. Committee members shall be identified by the School

Head using the above mentioned specifications. The
School Head shall then transmit the Composition of the
School Screening Committee to the Schools Division
Superintendent for the issuance of a corresponding
Designation Order.

5.2.2 Division Selection Committee

5.2.2.2 Composition
 For Elementary Schools

Chair: Assistant Schools Division Superintendent

(ASDS)
Members:
Three (3) Education Program Supervisors
Division Chapter President of the Philippine
Elementary
Schools Principals Association (PESPA)
Representative of a Civil Society Organization
(CSO)
with technical expertise

For Secondary Schools

Chair: Assistant Schools Division Superintendent

Members:
Three (3) Education Program Supervisors
Division Chapter President of the National
Association
Of Public Secondary School, Inc.
(NAPSSHI)
Representative of a CSO with technical expertise

a. In schools divisions where there is no ASDS, the

Superintendent shall designate an Education
Program Supervisor as the Chair of the Division
Selection Committee.
b. The official in charge of personnel actions shall
provide secretariat services and maintain records of
proceedings or deliberations.

1.2.2.2 Functions

a. Receives from the School Screening Committee the

list of applicants with the corresponding documents.
b. Verifies the documents submitted by the School
Screening Committee as to completeness, accuracy,
authenticity, and veracity.
c. Evaluates applicants based on Education, Teaching
Experience, LET/PBET Rating, Experiential Learning
Courses, and Specialized Training and Skills.
d. Conducts interviews.
e. Observes and rates the demonstration teaching of
applicants.
f. Administers the English Proficiency Test.
g. Reviews and consolidates, foe check-and-balance
purposes, the results of the individual ratings of
applicants, based on the scores they obtained in
each criterion for evaluation.
h. Prepares separate division-wide RQAs for
Kindergarten, Elementary, and Secondary following
the point system below:
 Registry A – 76 points and above
Registry B – 69 to 75 points
Registry C – 62 to 68 points
Registry D – 55 to 61 points

The Division Selection Committee for Elementary

Schools shall prepare the separate RQA for
Kindergarten teacher applicants.

The RQA for Secondary teacher applicants shall be by

subject are specialization.

i. Identifies applicants who are volunteer and LGU-

hired/funded teachers who have rendered service for
at least one year, and/or are bona fide residents of
the locality. These applicants will be marked as
priority. However, meeting more than one of the
aforementioned conditions does not give a higher
priority for the applicant. See Section 6.9 and 6.11 of
these guidelines.
j. Secures list of its LGU-hired/funded teachers from
the office of the provincial governor, city/municipal
mayor, or provincial/city/municipal administrator.
k. Ensures that LGU-hired/funded and volunteer
teacher applicants go through the application
process as provided for in these guidelines.
l. Submits the complete results of the evaluation of
applicants (Items 5.2.3.2 c, d, and e), including
pertinent records of deliberations, to the SDS for
approval.

1.3 Applicants shall be evaluated using the following criteria:

CRITERIA POINTS
a. Education
b. Teaching Experience 20
c. LET/PBET Rating 15
d. Experiential Learning 10
Course 5
e. Specialized Training and 5
Skills 10
f. Interview 10
g. Demonstration Teaching 15
h. Communication Skills
TOTAL 100

5.3.1 Education- 20 points

Evaluating Education is in term of the applicant’s academic

achievement. Thus, all subjects with corresponding subjects with
corresponding units must be included in the computation.
 5.3.1.1 Rating of Education shall be based on the following
equivalents, with 1.0 as the highest and 3.0 as the lowest:

General General
Weighted Equivalent Weighted Equivalent
Average Points Average Points
(GWA) (GWA)
1.0 20.00 2.0 14.00
1.1 19.40 2.1 13.40
1.2 18.80 2.2 12.80
1.3 18.20 2.3 12.20
1.4 17.60 2.4 11.60
1.5 17.00 2.5 11.00
1.6 16.40 2.6 10.40
1.7 15.80 2.7 9.80
1.8 15.20 2.8 9.20
1.9 14.60 2.9-3.0 8.60

When the percentage rating is used, the following table of equivalents

shall be used, with 1.0 as the highest and 3.0 as the lowest:

Percentage Percentage
GWA GWA
Rating Rating
99.0 1.0 86.50-87.50 2.0
97.75-98.75 1.1 85.25-86.25 2.1
96.50-97.50 1.2 84.00-85.00 2.2
95.25-96.25 1.3 82.75-83.75 2.3
94.00-95.00 1.4 81.50-82.50 2.4
92.75-93.75 1.5 80.25-81.25 2.5
91.50-92.50 1.6 79.00-80.00 2.6
90.25-91.25 1.7 77.75-78.75 2.7
89.00-90.00 1.8 76.50-77.50 2.8
87.75-88.75 1.9 75.00-76.25 2.9-3.0

Applicants with non-education degrees shall be rated using the GWAs in their
baccalaureate degrees and the eighteen (18) professional units in education.

If the school issues a certification of GWA with a corresponding percentage

rating that does not conform to the above table, the committee shall refer to the
grading system of the school.

For the school with “unique” grading systems, a corresponding transmutation

table shall be constructed.

5.3.1.2 Additional requirements for kindergarten applicants

 a. He/she must have obtained any of the following degrees, or its
equivalent:

Degrees:

 Bachelor in Early Childhood Education

 Bachelor of Science in Preschool Education
 Bachelor of Science in Family Life and Child Development
 Bachelor of Elementary Education with Specialization in
Kindergarten, Preschool or Early Childhood Education
 Bachelor in Elementary Education, Major in Teaching Early
Grades
 Bachelor of Arts/Science Degree in discipline allied to
Education, such as Psychology, Nursing, Music and Arts, et
cetera, with at least 18 units in content courses or subject in
ECE

Equivalent:

 Bachelor in Elementary Education, Major in Special

Education (SPED) with 18 units in ECE
 Bachelor of Secondary Education with additional Diploma in
ECE including Practice Teaching in Kindergarten Education
 Other degree courses and/with at least 18 units in Early
Childhood Education

The Division Selection Committee may consider any other similar

Bachelor’s degree in Early Education.

In cases where there are limited eligible teachers with ECE units,
the following measures may be adopted.

 Upon appointment, the teacher shall be required by the

Division Office (DO) to earn ECE units gradually. Nine (9)
ECE units may be earned at end of Year 1; eighteen (18)
units, Year 2; and twenty-one (21) units, Year 3.

b. Kindergarten teacher applicants must not be more than forty-

five (45) years old.
c. Applicants shall undergo actual Demonstration Teaching
specifically designed for a kindergarten class.
d. Only teaching experience in kindergarten/preschool in both
public and DepEd-recognized private schools shall be
considered in determining points under the Teaching
Experience criterion.

5.3.1.3 Additional requirements for SPED applicants

a. He/she must possess any of the following qualifications:

  Bachelor of Science in Education, with specialization in
Special Education
 Bachelor of Elementary Education with specialization in
Special Education
 Bachelor of Science in Elementary Education with
specialization in Special Education
 Bachelor of Science in Elementary Education, MAJOR IN
Special Education
 Bachelor of Science in Elementary Education plus eighteen
(18) units in Special Education in the graduate level with
three (3) years of teaching experience with special needs
children and with a “Very Satisfactory” performance rating in
the regular schools for at least three (3) years
 Bachelor of Science in Elementary Education plus fifteen
(15) units in Special Education with four (4) years of
teaching experience with special needs children and with a
“Very Satisfactory” performance rating in the regular schools
for the last three (3) years
 Bachelor of Science in Elementary Education plus nine (9)
units in Special Education with nine (9) years of teaching
experience with special needs children and with a “Very
Satisfactory” performance rating in the regular schools for
the last three (3) years
 Bachelor in Secondary Education, with specialization in
Special Education

In cases where applicants do not have the appropriate educational

qualifications, they may still be evaluated but shall be categorized
separately from those who have met the said requirements.

5.3.2 Teaching Experience – 15 points

Teaching experience in pre-school, Special Education (SPED), Alternative

Learning System (ALS), Early Childhood (EC) kindergarten/preschool,
elementary, and secondary in private and public schools shall be given
1.50 points for every school year but shall not exceed twelve (12) points.

For every month of service, 0.15 points shall be given.

Example: 8 months = 1.20 points
10 months =1.50 points
only teaching experience related to what is being applied for shall be
credited. Hence the full 0.15 point per month of teaching experience shall
be given to the applicants who have come from schools that are Dep-Ed
recognized or with permit to operate.

Teaching experience of kindergarten volunteer teachers and LGU-hired

teachers shall merit additional points on top of the score they obtain
from the above points system as follows:

Less than 2 years of experience = +1 point

2 to less than 5 years of experience = +2 points
 5 or more years of experience = +3 points

5.3.3 LET/PBET Rating – 10 points

Equivalent points of applicant’s rating in the LET/PBET shall be as

follows:

LET Rating Points PBET Rating Points

87 and above 10 82 and above 10
84-86 9 79-81 9
81-83 8 76-78 8
78-80 7 73-75 7
75-77 6 70-72 6

5.3.4 Experiential Learning Courses – 5 points

Experiential Learning Courses (ELC) refers to the required subjects in the

pre-service education curricula (offered in tertiary schools) that include
Field Study and Practice Teaching.

5.3.4.1 Field Study

Field Study courses are intended to provide students with practical

learning experiences in which they can observe, verify, reflect on, and
actually experience different components of the teaching-learning
processes in actual school settings. The experiences will begin with field
observation and gradually intensify until students undertake practice
teaching. Applicants are to submit a compendium of their written
outputs from the series of Field Study courses they have taken. The
written outputs will be evaluated as follows:
Point Adjective Indicators
Scale %
System Equivalent
Present clear descriptions of
experiences that are
considered worthwhile and
95- helpful, explains judgements
5 1.00 Excellent
100 on personal strengths and
weaknesses; includes
successful outputs and
accomplishments
Presents some examples of
experiences, some
explanations of personal
4 90-94 1.25-1.50 Proficient
strengths and weaknesses
and includes some
achievements.
Contains some example of
3 85-89 1.75-2.00 Satisfactory learning experiences with few
explanations of personal
 strengths and weaknesses
and statement of what has
been achieved.
There is little evidence of
reflections and insights
learned; very few details of
experiences. Judgement of
2 80-84 2.25-2.50 Developing
personal performances is very
limited, with little or no
attention paid to strength and
weaknesses of work.
There is no evidence of
reflections; no details of
experiences and judgement of
Needs
1 75-79 2.75-3.00 performance, without
Improvement
statement of strengths and
weaknesses and
achievements.
If and only if the applicant did not take Field study courses, then points for the
ELC criterion shall be based on the Practice Teaching Rating. It shall be
evaluated according to the scale below:

5.3.4.2 Practice Teaching

Point Adjective
Scale % Indicators
System Equivalent
 Present a variety of work done
individually or in group
 Uses many resources
 Shows good organization and a
5 95-100 1.00 Outstanding clear focus
 Displays evidence of assessment
such as revisions, a letter on
why one choose a certain entry,
etc.
 Presents a variety of work done
individually or in group
 Uses many resources
 Contains minor organizational
flaws
1.25- Very
4 90-94  Exhibits some errors in
1.50 Satisfactory
grammar, usage or mechanics
 Reflects enthusiasm, creativity,
self-assessment, extensive
investigations and analysis of
information
 Presents fewer work and some
resources
 Includes confusing organization
1.75- lacks focus
3 85-89 Satisfactory
2.00  Reflects some enthusiasm,
creativity, self-assessment,
extensive investigations and
analysis of information
2 80-84 2.25- Fair  Contains problems in
 2.50 mechanics that interfere with
communication
 Reflects poor organization
 Lacks focus, enthusiasm,
creativity and analysis of
information
 Consists mainly of ditto sheets
2.75- Needs or pages copied from a textbook
1 75-79
3.00 Improvements  Contains no evidence of student
thinking

5.3.5 Specialized Training and Skills- 5 points

Specialized training for skills development in fields related to the

work, duties and functions of the Teacher I position to be filled
shall be given a maximum of 5 points.

In the assignment of points, the following should be met:

 At least five (5) days’ training;
 Duly supported with documents;
 The skills shall be validated through demonstrations and/or
any other appropriate mode or medium
Points may also be given to skills acquired from experience to
be validated through demonstration and/or any other
appropriate mode or medium as well.
5.3.6 Interview – 10 points

The Division Selection Committee shall interview applicants and

ensure that all have equal opportunities to be assessed; Applicants
shall be interview shall be interviewed on topics such as:

 Professional expressions
 Instructional skills
 Technology/computer skills
 Classroom discipline
 Classroom management
 Knowledge of content/materials
 Planning skills
 Relationships with administrations, staff, parents and
students
 Personal qualities

Applicants shall be rated based on the following attributes:

Personality (5 points)
- Each indicator to be given a maximum of one (1) point:
Appearance
Voice and Speech
Poise
Alertness
Self-confidence

Potential (5 points)
- Each indicator to be given a maximum of one (1) point:
 Ability to present ideas
Judgement
Emotional Stability
Decisiveness
Stress Tolerance

5.3.7 Demonstration Teaching – 20 points

Applicants shall be given points on aspects such as:

 Lesson plan
 Lesson execution
 Classroom management
 Appropriate language use
 Language proficiency
 Use of appropriate instructional material, devices, and
technologies
 Cohesion of lesson objectives, lesson process, and lesson
assessment
 Evaluation of pupil/student performance strictly following
the applicable National Competency-Bases Teacher
Standards (NCBTS) strands and indicators

Applicants for kindergarten and SPED teaching positions shall

undergo Demonstration Teaching specifically designed for
kindergarten and SPED classes, respectively.
(Demonstration Teaching is different from Practice Teaching; the
former is done during the hiring process, while the latter is part of
the pre-service training in ELC.)

5.3.8 Communication Skills – 15 points

As English Proficiency Test with a maximum score of 100% shall

be administrated to all applicants. The competencies and contents
of the test are indicated below. The test shall be distributed by the
Central Office and administered by the Division Selection
Committee.

a. Listening (25%)
b. Speaking (25%)
c. Reading (25%)
d. Writing (25%)

The total percentage score obtained by an applicant shall be

multiplied by the weight of fifteen (15) points, as follows;

Percentage score = 98% or 0.98

Weighted Points = 15
Rating = .98 x 15 = 14.7 points
6.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED
APPLICANTS (RQA)

6.1 The cut-off score for inclusion in the RQA is fifty-five (55) points.
6.2 The RQA is the list of qualified applicants for appointment which
shall include their names, permanent addresses, and final
evaluation ratings.
6.3 The RQA should 1) be punished in order of highest to lowest scores
of the applicants, with the corresponding Registries indicated, 2)
show the consolidated results of the individual ratings, 3) only
include those who obtained total scores of fifty-five (55) and above,
and 4) indicate the date of posting.
6.4 It shall be used in filling up new items and natural vacancies for
Teacher I positions.
6.5 Three (3) separate RQAs for Kindergarten, Elementary, and
Secondary shall be prepared by the Division Selection Committees.
The RQA for Kindergarten shall be prepared by the Division
Selection Committee for Elementary Schools. The RQA for
Secondary Schools shall be prepared by subject area.
6.6 The RQA should be ready by the last week of April of every year so
that qualified applicants may be appointed before the opening of
each school year. The RQA shall be valid for a period of one (1)
school year.
6.7 Subject area specialization of the qualified applicants shall be the
primary consideration in the secondary school level. As such, the
applicant to be appointed should have the subject-area
specialization needed by the school.
6.8 The amended IRR of RA 8190, entitled “An Act Granting Priority to
Residents of the Barangay, Municipality, or City where the School
is Located, in the Appointment or Assignment of Classroom Public
School Teachers,” states that “in the appointment or assignment of
teachers to public schools and other learning centers with vacant
teaching positions, priority shall be given to bona fide residents of
the barangay, municipality, city, or province where the school is
located, in no particular order. Provided, that the teacher
possesses all the qualifications for the position as required by law
and DepEd Orders. Provided, further, that among the bona fide
residents of the barangay, municipality, city, or province where the
school or learning center is located, the most qualified shall be
given priority.”

6.8.1 It should be noted that while providing for enumeration, the

language of RA 8190 does not provide for a “hierarchy.” Thus, a
teacher may be appointed if he/she comes from the barangay,
municipality, city or province, which does not have to be in the
said order.
6.8.2 The applicant’s place of residence shall be determined by the
indicated address in the Voter’s ID, unless there is a
preponderance of evidence of otherwise, as stated in other
pertinent official documents

6.9 Section 8 of RA 10155 states that “priority shall be given to

qualified contractual and volunteer teachers, whether employed by
the DepEd or the local government units.”
6.10 Residents of the locality, LGU-hired/funded teachers, and
volunteer teachers shall still be subject to these hiring guidelines.
 6.11 As a general rule, hiring and appointment should be based on the
ranking of the applicants in the RQA. Applicants with priority
listed in Registry A shall be hired first. Only when all applicants in
Registry A have been hired shall applicants with priority in
Registry B be considered, and so on.

6.11.1 In the event that applicants invoke priorities in the

Kindergarten, Elementary, and Secondary levels, Priority will only
be given to locals and/or locally-hired if they are listed in Registry
A.
6.11.2 Applicants in Registry A, even those without priority,
should be appointed first before priority can be given to the local
residents and/or locally-hired listed in Registry B.
6.11.3 When all those in Registry A and B have been
appointed and assigned to their respective stations and there are
still positions to be filled, those with priority in Registry C shall be
considered before going to the applicants without priority in
Registry C.
6.11.4 When all those in Registry A, B, and C have been
appointed and assigned to their respective stations and there are
still positions to be filled, those with priority in Registry D shall be
considered before going to the applicants without priority in
Registry D, and so on and forth.

7.0 APPOINTMENT OF QUALIFIED APPLICANTS

7.1 The Schools Division Superintendent (SDS) shall:

1.1.1 Post the complete results (RQA) in at least three (3) conspicuous
places in the Division Office and on the website of the Division
Office. The RQA should 1) be published in order of highest to
lowest scores of the applicants, with the corresponding Registries
indicated, 2) show the consolidated results of the individual
ratings, 3) only include those who obtained total scores of fifty-five
(55) and above, and 4) indicate the date of posting.
1.1.2 Provide the School District and every kindergarten, elementary,
and secondary school with copies of the RQAs for posting in their
areas of jurisdiction. Regional Directors shall also be provided with
copies of the RQAs.
1.1.3 Furnish the Local Government Units and Legislative District
Representatives with copies of the RQAs. Discussions shall be done
to encourage their areas of jurisdiction. Regional Directors shall
also be provided with copies of the RQAs.
1.1.4 Issue official appointments of new teachers for submission to the
Civil Service Commission.
1.1.5 Advise newly-hired teachers to report for work provided that
appointment papers are already in order.

8.0 MONITORING OF DIVISION COMPLIANCE

8.1 Regional Directors shall regularly monitor and ensure strict

compliance with the provisions of these hiring guidelines, as
follows:
 a. Dissemination and discussion of these guidelines with teachers,
school heads, district supervisors, superintendents, and other
school division officials;
b. Preparation of schools to receive and acknowledge applications;
c. Organization of Division Selection Committees and School
Screening Committees;
d. Briefing and orientation of members of these committees
regarding their roles and functions;
e. Preparation of scoring sheets, interview guides, and tests of
applicants;
f. Briefing and information-sharing with local governments and
other local stakeholders in teacher hiring;
g. Preparation of a report on the observations, both positive and
negative, in actual division practices in implementing these
guidelines; and
h. Submission of said report on a quarterly basis to the Office of
the Secretary through the Office of Planning Service- Research
and Statistics Division.

9.0 REPEALING CLAUSE

These Guidelines hereby amend DepEd Order No. 12, 25, and 37, series
of 2012. Other rules, regulations and issuances which are also
inconsistent with these guidelines are hereby repealed, rescinded or
modifies accordingly. This Order shall be construed together with RA
8190 (Localization Law) and it’s implementing rules and regulations.

10.0 EFFECTIVITY

The guidelines and criteria provided in this Order shall take effect
immediately.

BR. ARMIN A. LUISTRO FSC

Secretary
 Appendix V

Republic of the Philippines

Department of Education Region XVIII

CERTIFICATE OF COMPLETION

Is awarded to

GENAFE B. LAPORE

Of STI West Negros University

For having satisfactorily completed the required number of hours for

Practice Teaching (6 units/189 hours) on January 23, 2018 to March 08,

2018

Given this 13rd day of March in the year of our Lord,

Two Thousand eighteen.

Daisy Mae E. Octavio, PH.D

Program Supervisor

Victoria O. Cainglet, PH.D Mr. Mario S. Amaca

Dean Principal
 Appendix W

CERTIFICATE OF COMPLETION

AND PROFICIENCY

Is awarded to

GENAFE B. LAPORE

Of STI West Negros University

For having satisfactorily completed the required number of hours for

Experiential Learning Courses: Field Study Courses ( 50 hours) and

Practice Teaching ( 300 hours) during the period

Given this 13rd day of March in the year of our Lord,

Two Thousand eighteen

DAISY MAE E. OCTAVIO, PH.D MR. MARIO S. AMACA

College Supervisor Principal

VICTORIA O. CAINGLET

Dean
 Appendix X
Republic of the Philippines
Department of Education
Region XVIII
Division of Negros Occidental
And

NEGROS OCCIDENTAL HIGH SCHOOL

Name of Teacher Education Institution

Of BACOLOD CITY
Province/City

Award this

CERTIFICATE OF RECOGNITION
To

GENAFE B. LAPORE
Name of Pre-service Teacher

As
Outstanding Pre-service Teacher
Of the Year

Given this 13rd day of March in the year of our Lord,

Two Thousand eighteen

Mr. Mario S. Amaca Daisy Mae E. Octavio, PH.D

Principal College Supervisor

Victoria O. Cainglet, PH.D Mr. Gregorio Moyani

Dean Schools Division Superintendent

 Appendix Y
Certificate of Completion for Experiential Learning Courses Prescribed by
DepEd

STI West Negros University

College of Education

CERTIFICATE OF COMPLETION
On
EXPERIENTIAL LEARNING COURSES
(FIELD STUDY AND PRACTICE TEACHING)
Is awarded to

GENAFE B. LAPORE
(NAME)

BACHELOR of Secondary EDUCATION Major in Filipino

(COURSE)

For having satisfactorily completed Field Study Courses and Practice Teaching
as
EXPERIENTIAL LEARNING COURSES in the TEACHER EDUCATION
PROGRAM

With the following PERFORMANCE RATINGS

Experiential Learning Courses Grade Obtained
A. Field Study Courses
FS 1 1.5
FS 2 1.5
FS 3 1.4
FS 4 1.4
FS 5 1.2
FS 6 1.2
Average
B. Practice Teaching/Practicum

Field Study Courses and Practice Teaching will have a maximum of 2.5 points
each

This certification is issued in relation to DepEd Order No. 20, s. 2009,

Further Revisions to Hiring Guidelines for Teacher I Position reference DepEd
Order No. 4, s. 2007.

Given this 13rd day of march, in the year of our Lord, Two Thousand and
eighteen
DAISY MAE E. OCTAVIO, PH.D VICTORIA O. CAINGLET, PH.D

College Supervisor Dean

 Appendix Z
PRACTICE TEACHING HANDBOOK

KEY TO CORRECTIONS

(INTEGRATING THEORY INTO PRACTICE)

LEARNING QUESTIONS
EPISODE
1 2 3
1 D C C

2 A A D

3 A C D

4 B C D

5 D C C

6 D A D

7 A A C

8 A B C

9 B D D

10 A D B

11 C B C

12 D A B

13 B A D

14 C A D

15 C D C