JOURNALKO

ACKNOWLEDGEMENT
CHAPTER 1
MY FIRST DAY JITTERS
1. What is your reaction when you first see your cooperating teacher and your students?
My partner and I on the first day of deployment, searched for our cooperating teacher. What
was enbarrassing is that we went to the wrong teacher . We were thinking that it was her
without asking her. After the struggle, we found our real cooperating teacher . At first, I was a
bit scared of her because I thought she was very strict but as time goes on I have realized that
she was approachable and understandable. For my students , my first reaction was that they
were friendly and a bit playful. I was nervous at the first meeting but as time goes on I've
realized that they were really friendly and playful.
2. What is your expectation from your cooperating teacher?
I expect that my cooperating teacher will guide me through my practice teaching journey.
Guide me in a way that will make me improve in my chosen career. I would like to be guided
in an unrushed paced inorder for me to correct and realize my mistakes.
3. What have you observe on how the students interact with your cooperating teacher?
The students-teacher interaction was filled with advices and activities. The students respected
the teacher and vice versa . Some students would do the "mano po" gesture to the teacher as
a sign of respect. The teacher in the classroom would then advice her students to do their best
and give them loads of activities.
4. What assistance that you have extended in day to day activities?
I have done many things since the observation period started. At first, we would be checking
the students' activities and would assist the teacher in bringing her stuff. After that, we taught
the students on our own for several weeks. I have done everything from planning, making
visual aids, evaluating the students and checking the students' work following the cooperating
teacher's advices. We also had to encode form 137 of her advisee class.
ANALYSIS
Why is it that effective classroom management is important to you as a future educator?
Effective classroom management is important to me as a future educator because this is the basic
necessity or need inorder for the transfer of knowledge to occur smoothly and effectively to the
students. Without classroom management , students will likely disrespect the teacher and do
whatever they want making it harder to transfer knowledge and skills to them.
REFLECTION
I have learned many things from the start of our deployment. I have realized that the students of
each section are diverse. Each section have fast learners, slow learners, lazy learners and more.
Therefore, as what our cooperating teacher adviced us to do, we should vary our teaching
strategies inorder to catch the attention of all the students. Lastly, as a student teacher we should
be friendly and courteous to everyone to foster a positive relationship.
SNAPSHOTS
CHAPTER 2
MY SECOND HOME
1. What are the facilities and resources present in your cooperating school?
The facilities and resources present in our cooperating school are the following: cafeteria,
gymnasium, photocopier, department offices, administration building ( fiscal, registrar,
records, supply & principal's office) , simulation building for accountants, guard house,
museum, swimming pool, clinic, track & field, tesda building, mrf site, washing station, and of
course the classrooms.
2. What is the DepEd Vision, Mission and Core Values?
The DepEd vision focuses on the learner’s outcome and the role of school. Next, the DepEd
mission focuses on the role of the faculties and stakeholders in schools. Lastly, the core-values
are the four important values each Filipino citizens must possess. The following are the DepEd
vision, mission and core values:
THE DEPED VISION
We dream of Filipinos who passionately love their country
and whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
THE DEPED MISSION

To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
-Students learn in a child-friendly, gender-sensitive, safe, and motivating environment.

-Teachers facilitate learning and constantly nurture every learner.
-Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.
-Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.
OUR CORE VALUES

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
ANALYSIS
1. Why is it that the school is considered your second home?
The school is considered to be our second home because teachers, students and other
facilities spend more or less eight (8) hours in school working and getting things done. We also
interact and with others just like a home.
2. How can you make your school your second home in terms of safety, friendliness and non-
threatening?
I can make my school my second home in terms of safety, friendliness and non-threatening
environment by establishing rules and regulations. Just like the quote saying, "To be free, one
must be chained " . It means that to have an organize environment one must have rules and
regulations to easily discipline people. Same goes to a school institution.
3. What are the things you need to do in relation to the Vision, Mission and Core Values?
In relation to the vision, mission and core values I must do my best in performing my duties at
school. I should never settle for less because the recipients deserve the best.
REFLECTION
The school is considered our second home because we also spend so much time at that place doing
related things just like in our home. That is why establishing rules and regulation will be of great help
in maintaining the cleanliness and sanity of the place.
SNAPSHOTS
CHAPTER 3
GETTING TO KNOW THE CLASSROOM ROUTINES
1. What are your observations of the classroom routines performed by your cooperating teacher
and students?
Based on my observations, the classroom routines performed by our cooperating teacher and
students are cleaning the class before and after discussion, praying before starting the
discussion and arranging the chairs.
2. What are the classroom rules set by your cooperating teacher?
During my stay, I have observed that the cooperating teacher have established some rules in
the class like cleaning the classroom, cleaners of the day, behaving in class and doing your
best.
3. What routines do I need to establish in order to make me a better classroom manager?
If I were to establish routines in the classroom to become a better classroom manager , I

would follow what my cooperating teacher has started since the students are used to it. Then
I would add classroom calls to get the attention of my students when they are not listening or
are misbehaving.
4. What innovations you can introduce to have order in your classroom? ( at least 5)
The new rules that I can introduce in order to have order in the classroom are the following:
establishing classroom calls, punishments (minus points) for misbehaving students,3,4 & 5.
ANALYSIS
Why is it that effective classroom management is important to you as a future educator?
Effective classroom management is important for me as a future educator because it will help in
managing the students. In this way, transfer of knowledge will be a lot easier in the part of the
teacher since the students are aware and know the consequences of breaking the rules.
REFLECTION
Establishing classroom routines are definitely helpful in managing the classroom. Not only that, it
will also help in building the values of the students. When done effectively, students will be easily
disciplined by the teacher.
SNAPSHOTS
CHAPTER 4
A JOURNEY BEGINS WITH THE FIRST STEP
1. How did you prepare your first Instructional Materials ( IM’s)?

I prepared my first Instructional Materials (IM's) days before the teaching day. I made the
fonts big as what I've learned in school. Printed the lesson plans and activity sheets. I also
recyxled some old portfolios for the students's activities.
2. How did you follow the instruction of your cooperating teacher?
I followed the instruction of my cooperating teacher by first giving her my lesson plan for her
to check. After checking , I edited my lesson plan correcting my mistakes. Right after that I
made my visual aids.
3. Did you feel that you can do the task? Why?
Yes, because our cooperating teacher based her lessons on the teacher's and learner's manual
in science. Those books were also available online to help and guide the students and
teachers. Because of that I had an outline that is readily available. All I have to do is to
improve the teaching strategies and classroom management.
4. What are the steps you perform in order to complete the task?
To complete the task in hand, I first mentally and spiritually prepared myself for the battle.
After organizing the things that I have to do in mind, I wrote it down on my wipeout calendar
and whiteboard as "To Do Tasks" so that I wont forget what I have to do. After the initial
planning , I followed what was written on there and Alhamdulillah I have finished the tasks
that I needed to finish.
ANALYSIS
1. Rate your accomplishments as outstanding, very satisfactory, satisfactory, and needs

improvement. Explain why?
Very satisfactory since I have followed and finished my lesson plan from top to bottom. Also, I
have done all my to do tasks on the given time.
REFLECTIONS
I have applied the things that I have learned in MSU-IIT like the making of Instructional materials
(IMs). The fonts needs to be atleast 3 inches inorder for the students at the back to see whatever it is
on the cartolinas or manila papers. Time management is also the key for finishing tasks on time. Most
importantly, taking the advice of the cooperating teacher is a great help in surviving the journey.
SNAPSHOTS
CHAPTER 5
MY FIRST LESSON PLAN
1. What is a lesson plan?
A lesson plan is a blueprint which contains the teacher’s plans in teaching an individual lesson
in class. It contains lesson objectives, subject matter, procedure, evaluation and assignment.
Under the procedure part contains the preliminary activities, review of lesson and lesson
proper. The lesson plan is important to teachers because it provides an outline of the
strategies and activities of the lesson to be taught. This provides teacher confidence because
of the general outline or road that it offers.
2. What are the types of lesson plan?
There are four types of lesson plans. The detailed lesson plan, semi-detailed lesson plan,
understanding by design (UbD) and daily lesson log (DLL). The detailed lesson plan is the
longest among the four. It contains both the teacher’s and students’ activities. These intricate
details can help the teacher and in mastering her way of delivery and strategies. Second, the
semi-detailed lesson plan is less exhausting compared to detailed lesson plan because it only
contains five major parts (objectives, subject matter, procedure, evaluation and assignment.
Next is understanding by design (UbD) which emphasizes the process of looking at the
outcome. It contains three stages (desired results, assessment evidence and learning plan).
Lastly, the daily lesson log or DLL is a teacher’s best friend because it only contains a short
template that teacher can use to log parts of her/his daily lessons.
ANALYSIS
1. What happened when you submitted your lesson plan to your cooperating teacher?
When I submitted the lesson plan to my cooperating teacher there is always a commenton
objectives and instruction. She said that objectives must be copied from the learner's manual
and another instruction for new type of evaluation must be provided. She also told me that
discovery type of lesson is much more effective than the traditional since the learners are 21st
century learners.
2. What are the areas to be improved?

I need to improve on the activity part wherein students will be able to discover the reason
behind that phenomenon. Students need not to be spoon fed by information. They should be
able to discover and realize on their own the answers to make the learning more effective and
meaningful.
REFLECTIONS
I have come to conclusion that discovery type of approach to students is harder than the usual
instruction wherein students just listen and jot notes. But on the brighter side, discovery type
activities can make students more engaged, interested and realize on their own the answers.
Furthermore, making lesson plans is one of the stepping stones in effective teaching.
SNAPSHOTS
CHAPTER 6
PREPARING MY INSTRUCTIONAL MATERIALS
1. What instructional materials are used in the classroom?
The instructional materials that are used in the classroom are cartolinas, chip board, manila
paper, bondpaper, television, models, tarpaulin, large pictures and illustration board. These
instructional materials varies day by day depending on the lesson that I have to teach. The
materials I have to use must be appropriate to the lesson.
2. Explain why you need to prepare, design and create your instructional materials?
Teachers need to prepare, design and create their own instructional materials inorder for us
to catch the attention of the students and to make learning more effective. More so that the
attention span of 21st century learners are shorter than before , there is a need to boost
creativity in making instructional materials.
3. What are the IM’s available in your school (print, non- print and electronic materials)?
There are mamy instructional materials that are present in our school. First, the print
materials like books, newspapers, models, globes and more which can be found in library and
rooms. Second, the non-print materials like flat-screen television, computers, photocopier and
others. Lastly, the electronic materials like
4. What factors that affect the choice of your IM’s?
The factors that affect my choice of instructional materials (IM's) are the durability, price and
manipulation. Anything that will be written on the material must be aligned with the
objectives. Even though the material is cheap but it is easy to cut can be made colourful and
creative and will last long. Perfect for teachers handling many sections.
Table on Lessons and IM’s USED

Lessons/Activities IM’s Other Materials which can
be Utilized
Biodiversity
Soil Formation
Minerals
Energy resources & Natural
resources
The Earth’s Atmosphere
Greenhouse Effect
Air Movement
Land breeze and Sea breeze
Monsoons
Intertropical Convergence
Zone (ITCZ)
Seasons
Eclipses
ANALYSIS
1. Rate your IM’s. Explain why?

I would rate my instructional materials as satisfactory because the instructional materials
that I have prepared are appropriate to the learners and are aligned with objectives. It is
also easy to handle, manipulate and prepare. I have always prioritized the alignment of
objective and clarity of letters in the making of instructional materials.
2. After analyzing I realized that the use of any instructional material must be planned based
on:
Instructional materials must be planned based on its durability, use, creativity and clarity
of the words and pictures. All of which must be aligned with the objectives.
3. How does your cooperating teacher rate your IM’s prepared in the classroom?
My cooperating teacher rates my instructional materials prepared in the classroom by its

creativity, clarity, achievement of the objectives and cleanliness. She isn’t really strict with
the material used as long as it is doable.
4. Rate your IM’s ( Instructional Materials) with the following criterion below. 5 as the
highest and 1 as the lowest.
Instructional Materials Rating
1. The IM’s is appropriate to the learners. 1

2. The IM’s is aligned with the objectives. 1
3. The IM’s is easy to prepare 1
4. The IM’s is durable. 2
5. The IM’s is appealing to the learners 1
6. The IM’s is highly active. 2
7. The IM’s is colourful 1
8. The IM’s is easy to manipulate 1
9. The IM’s is useful. 1
10. The IM’s is economical. 1
REFLECTION
The making of instructional materials can be full of fun at first but doing it on a daily basis
can be tiring. You are not only focusing on the design but also its content, durability and
how it will be used and presented to the class. Those are the things that make the making
of instructional materials challenging. But with determination and help, one can pass this
trial.
SNAPSHOTS
CHAPTER 7
MY ASSESSMENT TOOL
1. What are the things to remember in preparing the test?
In making a test, the teacher should remember all the things he/she taught from certain
grading. In doing so the teacher will see at which part of the module she focused on more.
This can help her/him in constructing the table of specifications.
2. What are the rules in constructing the test?

In constructing a test, one must use the one-way or two-way table of specifications in order
for the teacher to be fair and balance out the quesrions relating to the lessons taught.Lastly,
since the test is always a multiple choice type, one must prepare effective distractors.
3. How did you improve the test that you have prepared after consultation with your
cooperating teacher?
I improved the test right after the consultation of the cooperating teacher.I took account on
the things she told me to change or edit. The improved test paper contains changes
suggested by the teacher.
ANALYSIS
1. What did you consider in preparing your first assessment tool? Why?
I considered all the lessons taught with its time duration because it os essential in making
the table of specifications that will help in balancing out the questions for each topic.
2. How did the student perform in my first assessment? Is it exemplary? Very satisfactory?
Satisfactory? Explain?
The students perform satisfactory on my first assessment since I told them before hand that
we will have a test and that they must study for it.
REFLECTION
Making an assessment tool is time-consuming because you have to consider mamy things in
mind. For example, the lessons taught with its time duration, the distractors and grammar. Plus
the technical part. All of these comes in handy in making an effective test.
SNAPSHOTS
CHAPTER 8
STRUCTURING AND DESIGNING THE CLASSROOM
1. What IM’s are used in the classroom?
The instructional materials (IM's) that were used in the classroom were blackboard, manila
paper, cartolina, chip board, pictures, television and models.
2. What are the things in the bulletin board?
The things that were seen in their bulletion board were educational quotes, top ten
students, attendance, birthdays of the students, arts and pictures.
ANALYSIS
1. Why do I need to structure the classroom?
As a teacher , we need to structure our classroom because this does not just catch the attention of the
students but this will also inform them always of some school and classroom announcements. They
will also learn something from the bulletin board because of the educational quotes and information
posted there.
2.What lesson did I learn while structuring the classroom?
I have learned that in structuring the classroom one most put into priority the cleanliness and
durability of the materials to be used. This will help in making the decorations last longer.Most
importantly, decorators need to be imaginative and creative sp that the bulletin boards will not look
boring. Thus , it will inspire and catch the student's attention.
REFLECTION
I have learned that teachers are not just speakers, accountants and counselors but also teachers are
designers. Teachers should be creative in designing instructional materials (IM's) and also in designing
the classroom. This will help in livening up the classroom and students' interest.
SNAPSHOTS
CHAPTER 9
LET’S PARTICIPATE IN SCHOOL ACTIVITIES
1. How did you assess the school activities?
I assessed the school activities by its orderliness. This can be achieved through cooperation
and teamwork of those event planners which are the teachers and faculty members. With
proper cooperation and teamwork, the event will be orderly and successful.
2. Describe how did you join with your cooperating teacher and students in the school activities?
Our cooperating teacher informed us that there will be a founder’s day and teachers and
students are required to join. Our purpose there is to fill the gymnasium as audiences and
listen to the speakers.
3. Explain the importance of teamwork in doing school activities?
Teamwork is one of the recipe for group success. For example, in school activities, teachers
should collaborate and work as one for their goal to be achieved. One will lead the group so
that there will be order and distribution of work. This will not work without teamwork.
4. Quotations about cooperation and teamwork ( at least 5)
ANALYSIS
1. Why do I need to participate in school activities?

Participating in school activities is very important. The skills developed and the processes
observed can be useful in the near future. Not only that, it is also part of the job as a teacher
to handle activities that are related to academics. Therefore, exposure on these kind of stuff is
a necessity.
2. What insights did I gain after joining the school activities?
There are many things that I have learned in joining a school activity. As a future teacher, you
must be responsible and look after your students, act as a leader and communication with
others is a must. All of which are important in order for the activity to be successful.
3. What is your rating (excellent to needs improvement) on the school activities you joined?
My rating would be satisfactory. I have joined many school activities before too and I have
observed that teachers already has already a guideline to follow because the activities have
been performed numerous times. Same goes to the activities that I have joined.
REFLECTION
Participating in school activities is important because this is the training for future teachers to
enhance and gain skills that can be useful in the future. I have learned that in order for a school
activity or event to be successful, teachers and other faculties should team up and collaborate
with each other to come up with a plan so that the event will be properly executed.
SNAPSHOTS
CHAPTER 10
DOING AUXILIARY SERVICES
1. What are the non-teaching duties required by your cooperating school? ( Use concept map)
NON-TEACHING
DUTIES
Records Registrars Fiscal Supply

Clinic
Office Office Office Office
2. How well did you work with the place?
The officers in charge were friendly and accommodating to us practice teachers that is why it
made me comfortable to work in the office. The tasks given to my team were light and not
very exhausting, I enjoyed doing it because it was new to me. Also, the offices were clean, tidy
and air-conditioned which adds more comfort and ease to the workers.
3. How did you feel after offering your assistance?
After offering help to the offices, I felt relieved and satisfied because I did not make any
mistakes nor was I scolded. I also enjoyed my time being there. All in all the experience was
refreshing.
ANALYSIS
1. Is doing other non-teaching duties beneficial? Why?
Yes, doing other non-teaching duties are beneficial not only to the person but also to the
school. Non-teaching duties are one of the foundations why the school is still working.
They are assigned to keep the workers and student’s records, tally bills and so much more.
These are all necessary
2. What values did you developed while performing the non-teaching duties?
There are many things that I have learned while performing non-teaching duties. One of
which is respect, to make work load more easier, co-workers should treat each other with
respect. In that way they will foster a positive relationship with each other increasing
productivity. Next to that is patience. It is really important especially if you have nothing
to do or bored. Lastly is your intention to work, life as we know it is short and
unpredictable. Spending time with what you love to do with a great purpose is what
makes the work worth it.
REFLECTION
Non-teaching duties are important for a school to foster. They are tasked to do different
things such as recording, tallying, supplying and more. Experiencing different non-teaching
duties is fun and refreshing. Through this I have learned the value of respect, patience and
orderliness.
SNAPSHOTS
CHAPTER 11
MY FIRST CLASSROOM DEMO LESSON
1. What are the instructional materials used in your demo?
For my first classroom demonstration, I used cartolinas, large pictures, bondpapers, sheets
and manila papers. Even before practice teaching, I have planned on using cartolinas as
my main instructional materials for they are colourful and easy to cut.
ANALYSIS
1. What went well in your lesson? Why?
For my first classroom demonstration, the instruction and activity went well. The two
went well because in the discussion part , the students were listening intently and
they were able to answer my questions. It jived in with the activity part because most
of them got the correct answers and no one failed.
2. What went wrong? And why?
In my first classroom demonstration, I forgot to ask their assignment and review their
previous lesson. I forgot to do these things maybe because it was my first
demonstration and I was still in the adjusting period and was very conscious of the
time.
3. What did my students learned?
My students learned about biodiversity.
4. What did you learned about the lesson?
I learned so many things in my first lesson demonstration. For example, having self-
confidence while giving your lesson, observance of the correct English grammar usage
while speaking, setting up rules and various calls to catch the attention of your
students. But most importantly is making use of the time productively in order to
achieve your objectives.
5. What did you learned about teaching?
Teaching is truly a demanding job since you have to study everyday, discuss everyday
and handle diverse people everyday. These are just the basics , teachers also have
paperworks and other stuff to do. In teaching the lesson, presence of mind and
communication skills are highly needed.
6. What improvement will you make to be a more effective teacher?
I need to practice more on catching the students' attention amd to never forget to ask
for their assignment and review their past lesson. These can all be found in the lesson
plan.
7. Evaluate your demo lesson. Explain
If I were to evaluate my first demo lesson , I would give it a good rating. I need to
improve my teaching instruction like catching the students' instruction and to never
forget the routine of asking for their assignment and reviewing their past lesson.
REFLECTION
My first classroom demonstration was unforgettable. It was the first time for me to apply all my
learning in a real classroom setting with real high school students. It can be awkward at first since I
am still adjusting but with time everything will become normal and easier.
SNAPSHOTS
CHAPTER 12
MY FINAL DEMO LESSON - SEASONS
1. How did you prepare your final demo lesson?
I prepared for my final demo lesson plan by first making a lesson plan and consulting my
cooperating teacher about it. After all her suggestions and comments, I edited my lesson plan
and prepared my visual aids for final and pre demo. I then tested my demo on the other
section. Lastly, my mother and I purchased snacks and gifts for the students and panel of
observers.
ANALYSIS
1. How was your final demo?
My final demo went fine because I have finished everything that I have put on my lesson
plans. At first I was really pressured because I am the first presenter of our block but I
reminded my self to just be myself and do my best whenever I am teaching. Thus, in Allah's
mercy everything went fine.
2. Where you able to attained your objectives?
Yes I was able to attain my objectives. I thank my cooperating teacher and supervising teacher
for helping me through my final demonstratuon. Their advices and suggestions were of great
help to me.
3. What rating do you expect from the panel of observers? Why?
I am expecting a passing or high grades from the panel of observers because in Allah's grace I
was able to finish my lesson plan in the given amount of time with a little obstruction. I also
think the comments I got from the observers were positive and that I have improved my
teaching instruction.
4. Did you notice some improvement in your teaching compared on your first demo? Explain
Yes, I noticed some improvements in my teaching compared to my first demo. I was able to
apply the cooperating and supervising teacher's comments and suggestions. I included them
in my lesson plan and applied them in the teaching proper.
REFLECTION
I have realized that final demo and your usual classes are somewhat a bit different. Because in
normal teaching the pressure is not very high , it is just the cooperating teacher who is
watching and sometimes no one. In final demonstration, three persons will judge your
teaching which can be nerve wracking. But nevertheless, all of these are important for us to
become a better educator in the future.
SNAPSHOTS
APPENDIX A
CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as
amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional
Teachers.
Preamble
Teachers are duly licensed professionals who possesses dignity and reputation with high moral values
as well as technical and professional competence in the practice of their noble profession, and they
strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values.
Article I: Scope and Limitations

Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers. Committed to its full realization, the provision of this Code shall
apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational institutions at the
preschool, primary, elementary, and secondary levels whether academic, vocational, special,
technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all
other persons performing supervisory and /or administrative functions in all school at the aforesaid
levels, whether on full time or part-time basis.
Article II: The Teacher and the State

Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of
the cultural and educational heritage of the nation and is under obligation to transmit to learners such
heritage as well as to elevate national morality, promote national pride, cultivate love of country,
instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to
the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared policies of the
state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher
shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a 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 or service or
other valuable material from any person or entity for such purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to coerce any other
person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations; provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for 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 service 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 refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have 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 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 pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher possess freedom to attend church and worships as appropriate, but shall not use
his positions and influence to proselyte others.
Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall
manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the
product of his researches and investigations; provided that, if the results are inimical to the declared
policies of the State, they shall be brought to the proper authorities for 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 service 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 refrain from such activities as gambling, smoking,
drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have 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 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 pleasant personal and official relations with
other professionals, with government officials, and with the people, individually or collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use
his positions and influence to proselyte others.
Article IV: A Teacher and the Profession

Section 1. Every teacher shall actively 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 preparations for the career of teaching, and shall be at his best at all times and in the practice
of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of
the Professional Regulation Commission, and 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 duly authorized, to seek support from 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 dignified means
for earning a descent living.
Article V: The Teachers and the Profession

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 credit or 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 for whoever assumes the position 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 has not been officially released, or remove
records from files without 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. However, 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 the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he
respects the system of selection on the basis of merit and competence; provided, further, that all
qualified candidates are given the opportunity to be considered.
Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every 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 personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations 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 special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate
higher authority.
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice
to the administration and to extent possible, shall raise grievances within acceptable democratic
possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose
right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.
Article VII: School Officials, Teachers, and Other Personnel
Section 1. All school officials shall at all times show professional courtesy, helpfulness and
sympathy towards teachers and other personnel, such practices being standards of effective
school supervision, dignified administration, responsible leadership and enlightened directions.
Section 2. School officials, teachers, and other school personnel shall consider it their cooperative
responsibility to formulate policies or introduce important changes in the system at all levels.
Section 3. School officials shall encourage and attend the professional growth of all teachers under
them such as recommending them for promotion, giving them due recognition for meritorious
performance, and allowing them to participate in conferences in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates
except for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued contracts
specifying the terms and conditions of their work; provided that they are given, if qualified,
subsequent permanent tenure, in accordance with existing laws.
Article VIII: The Teachers and Learners

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, provided that such determination shall be in accordance
with generally accepted procedures of evaluation and measurement. In case of any complaint,
teachers concerned shall immediately take appropriate actions, observing due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concern, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions
from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor
scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners
are adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties.
Article IX: The Teachers and Parents

Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct
himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner's
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.
Article X: The Teacher and Business

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation;
provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in
the settlement of his debts and loans in arranging satisfactorily his private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any
commercial venture which furnish textbooks and other school commodities in the purchase and
disposal of which he can exercise official influence, except only when his assignment is inherently,
related to such purchase and disposal; provided they shall be in accordance with the existing
regulations; provided, further, that members of duly recognized teachers cooperatives may
participate in the distribution and sale of such commodities.
Article XI: The Teacher as a Person

Section 1. A teacher is, above all, a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal
behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model
worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the
destinies of men and nations.
Article XII: Disciplinary Actions

Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition
against the erring teacher of the disciplinary action consisting of revocation of his Certification of
Registration and License as a Professional Teacher, suspension from the practice of teaching
profession, or reprimand or cancellation of his temporary/special permit under causes specified in
Sec. 23, Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations
Implementing R.A. 7836.
Article XIII: Effectivity

Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and
after sixty (60) days following its publication in the Official Gazette or any newspaper of general
circulation, whichever is earlier.
APPENDIX B
HIRING GUIDELINES FOR TEACHER 1
1.0 BACKGROUND AND RATIONALE

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 Basic Education Program is 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 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 2015-2016.
2.0 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:
2.1 Announcement of Vacancies and Receipt of Applications
2.2 Verification and Validation of Documents Submitted
2.3 Evaluation and Selection of Qualified Applicants
2.4 Appointment of Qualified Applicants
2.5 Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office
3.0 DEFINITION OF TERMS

3.1 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.
3.2 Bonafide 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 as deemed acceptable by the School Screening
Committee.
3.2.1 An applicant who has taught as an LGU-funded teacher, Kindergarten Volunteer Teacher (KVT)
or substitute teacher for at least one (1)school year in the barangay, municipality, city or province
where the school being applied to for a teaching position is located shall also be considered as a bona
fide resident, to be validated by a certificate of employment.
3.3 Locality refers to the barangay, municipality, city or province where the school being applied for is
located.
3.4 Qualified applicant refers to an applicant who has been screened and who, therefore, meets the
evaluation and selection criteria used by the Schools Division as provided for in the enclosed
guidelines.
3.5 Registry of Qualified Applicants (RQA) refers to the official list cf applicants who obtained an
overall score of seventy (70) points and above based on the criteria set and as a result of the
evaluation and selection processes.
4.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS
4.1 Public school teachers requesting for transfer to another station are not considered new
applicants and are therefore not subject to these hiring guidelines. DepEd Order No. 22, s. 2013,
otherwise known as the “Revised Guidelines on the Transfer of Teachers from One Station to
Another” shall be strictly observed.
4.2 Upon a teacher’s appointment, assignment to a station, and acceptance of the position, he or she
shall not be transferred to another school until after rendering at least three (3)years of service in that
school.
4.3 Residents of the locality, LGU-funded teachers, substitute teachers, volunteer teachers, and
Philippine Business for Education (PBEd) graduates under the 1000 Teachers Program (1000TP) shall
be subject to these hiring guidelines.
4.4 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.
5.0 DEPED TEACHER 1 APPLICATION PROCESS AND REQUIREMENTS

5.1 All applicants shall register to the Department’s online system at application.deped.gov.ph, where
they must encode their Personal Data Sheet and select the division where they want to be ranked.
Once submitted, an Applicant Number will be issued. In the submission of application requirements,
this Number must be indicated.
a. Each division shall assign an e-mail address (either its official division office’s e-mail or its HR’s e-
mail) where the system will forward the applications.
b. Applicants who have already submitted requirements prior to the release of these Guidelines must
still register to the online system, after which they shall submit their Applicant Number to the division
office.
5.2 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, with the Applicant Number indicated,
supported by the following documents:
a. CSC Form 212 Revised 2017 in two copies with the latest 2×2 ID picture (DOWNLOAD:CSC Form 212
Revised 2017)
b. Certified photocopy of PRC professional identification card or a PRC certification showing the
teacher’s name, LET rating, and other information recorded in the PRC Office
c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers
(LET)/Professional Board Examination for Teachers (PBET)
d. Certified copy of transcript of records
e. Copies of service records, performance rating, and school clearance for those with teaching
experience. If unavailable, the applicant must submit a justification citing the reason/s for
unavailability.
f. Certificates of specialized training, if any
g. Certified copy of the 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
5.3 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 5.2.i above).
Any violation will automatically disqualify the applicant from the selection process.
6.0 EVALUATION AND SELECTION COMMITTEES

6.1 The Schools Division Superintendent (SDS) shall issue a Memorandum organizing and designating
the members of the following committees:
6.1.1 School Screening Committee
6.1.2 Division Selection Committee
6.2 The Committees shall have the following compositions and functions:
6.2.1 School Screening Committee
6.2.1.1 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.
6.2.1.2 Functions
a. Ensures that the updated lists of vacancies are regularly posted at conspicuous places and at the
websites cf schools and teacher education training institutions at all times. The step-by-step
procedure in applying for Teacher I positions, including a copy of this Order, must be posted as well.
b. Receives applications and documents.
c. Verifies and certifies as to completeness, veracity, accuracy, and authenticity of documents.
d. Issues a certification to each applicant that it has received the application specifying the documents
that have been submitted in support of the application.
i. The School Screening Committee shall not refuse acceptance of any application. If any of the
required documents are incomplete or invalid, the Committee shall immediately notify the applicant
to facilitate the complete and proper submission of documents.
ii. Regardless of being incomplete or invalid, however, all applications must still be forwarded to the
Division Selection Committee, albeit such submissions must be noted and marked by the Committee.
e. Produces copies of the received applications and documents before submitting the original
submissions to the Division Selection Committee. The copies are then to be compiled and/or bound,
with a table of contents and proper pagination, and are to be kept in the Office of the School Head for
records purposes.
6.2.2 Division Selection Committee
6.2.2.1 Composition
For Elementary Schools
Chair: Assistant Schools Division Superintendent (ASDS) Members:
Three (3)Education Program Supervisors/Specialists Division Chapter President of the Philippine
Elementary Schools Principals Association (PESPA)
Division Level President of the Parent-Teacher Association (FTA) Authorized representative of an
accredited teachers’ union, as evidenced by the Certificate of Accreditation issued by the Civil Service
Commission (CSC)
In the evaluation of SPED elementary applicants, the SPED Division Coordinator shall be part of the
Committee.
For MG schools, the Division MG Coordinator shall be part of the Committee.
For Secondary Schools (Grades 7 to 10)
Chair: Assistant Schools Division Superintendent Members:
Three (3)Education Program Supervisors/Specialists
Division Chapter President of the National Association of Public Secondary School Heads, Inc.
(NAPSSHI) or the National Association of Secondary Schools of the Philippines (NASSHPHIL)
Division Level President of the Parent-Teacher Association (PTA) Authorized representative of an
accredited teacher’s union, as evidenced by a Certificate of Accreditation issued by the Civil Service
Commission
In the evaluation of SPED secondary applicants, the SPED Division Coordinator shall be part of the
Committee.
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 the
minutes of proceedings of the selection and deliberation process. The minutes shall be signed by the
Chair and all members of the Division Selection Committee.
6.2.2.2 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.
d. Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Interview,
Demonstration Teaching, and Specialized Training and Skills based on the criteria set forth in these
guidelines.
e. Reviews and consolidates the results of the individual ratings of applicants, based on the scores
they obtained in each criterion for evaluation.
f. Prepares separate division-wide RQAs for Kindergarten, Elementary, and Secondary,
g. Sends to each applicant a written communication detailing the scores he or she has received for
each evaluation criterion as well as the final overall rating, signed by the Chair.
h. Secures list of its LGU-funded teachers from the office of the provincial governor, city/municipal
mayor, or provincial/city/municipal administrator.
i. Ensures that LGU-funded and volunteer teacher applicants go through the application process as
provided for in these guidelines.
j. Submits the complete results of the evaluation of applicants, including pertinent records of
deliberations, to the SDS for approval.
6.3 In cases involving applicants who may be assigned in a school located in an indigenous peoples (IP)
community and/or serving IP learners, the School and Division Screening Committees may
appropriately consult with IP elder(s)/leaders recognized by the community to verify and better
assess such applications in reference to relevant provisions of these guidelines.
7.0 EVALUATION AND SELECTION PROCEDURE AND CRITERIA

Applicants shall be evaluated using the following criteria:
CRITERIA POINTS
a. Education 20
b. Teaching Experience 15
c. LET/PBET Rating 15
d. Specialized Training and Skills 10
e. Interview 10
f. Demonstration Teaching 15
g. Communication Skills 15
TOTAL 100
7.1 Education – 20 points
Education shall be rated in terms of the applicant’s academic achievement. Thus, all subjects with
corresponding units must be included in the computation.
7.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the highest and 3.0
as the lowest:
General Weighted Average (GWA) Equivalent Points General Weighted Average (GWA) Equivalent Points
1.0 18.00 2.0 12.00
1.1 17.40 2.1 11.40
1.2 16.80 2.2 10.80
1.3 16.20 2.3 10.20
1.4 15.60 2.4 9.60
1.5 15.00 2.5 9.00
1.6 14.40 2.6 8.40
1.7 13.80 2.7 7.80
1.8 13.20 2.8 7.20
1.9 12.60 2.9 – 3.0 6.60
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 Rating GWA Percentage Rating GWA
99.00 – 100 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 their 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 schools with “unique” grading systems, a corresponding transmutation table shall be constructed.
Applicants with a Master’s Degree (MA or MS) shall be given +1 point, while applicants with a
Master’s Degree and with a Doctorate (PhD) shall be given +2 points.
7.1.2 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 in Elementary Education, with specialization in Kindergarten, Preschool or Early Childhood
Education (ECE)
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 subjects 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.
b. 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 Schools Division Office (SDO) to earn ECE
units gradually. Nine (9)ECE units may be earned at the end of Year 1; eighteen (18) units, Year 2; and
twenty-one (21)units, Year 3.
c. Kindergarten teacher applicants must not be more than forty-five (45) years old.
7.1.3 Additional requirements for SPED elementary applicants
a. He/she must possess any cf the following qualifications:
Educational Qualification Requirement
BSEEd-BS Special Education With Specialization in SPED-Undergrad
With 18 Units MA-SPED and 3 years actual teaching in SPED
BSEEd/BSSPEd
VS Performance Rating
With 15 units MA-SPED and 4 years of actual teaching in SPED
BSEEd/BSSPEd
With 12 Units in MA-SPED and 5 years of actual teaching in SPED
BSEEd/BSSPEd
VS Performace Rating
With 9 units MA-SPED and 6 years actual teaching in SPED
BSEEd/BSE
With teaching experience in SPED or Inclusive Setting
BSEEd/BSSPEd/BSE
In cases where applicants do not have the appropriate educational qualifications for SPED, they may
still be evaluated but shall be categorized separately from those who have met the said requirements.
b. He/she must have at least three (3) years of experience in providing educational services to any of
the categories of children with special needs. This is to be verified by a certification from the Principal
to be submitted as part of the application.
c. A certification from the Principal that the applicant has had a Very Satisfactory performance rating
for the last three (3) years must be submitted as part of the application.
7.1.4 Additional requirements for SPED secondary applicants
He/she must possess any cf the following qualifications:
Bachelor of Secondary Education, major in Special Education
Bachelor of Secondary Education plus 18 units in special education in the graduate level
Bachelor of Secondary Education plus 15 units in special education with 2 years of very satisfactory
teaching experience in the regular schools and is willing to be trained within a year
teaching experience in the regular schools and is willing to be trained within a year
teaching experience in the regular schools and is willing to train within a year
Bachelor Of Secondary Education plus 2 years of very satisfactory teaching experience as a SPED
teacher
7.2 Teaching Experience – 15 points
Teaching experience in Early Childhood (EC) kindergarten/preschool, elementary, secondary, tertiary,
higher education, Special Education (SPED), Alternative Learning System (ALS), Technical-Vocational
Education and Training (TVET), learning institutions offering culture-based education programs for
indigenous peoples (IP) – even prior to passing the LET – shall be given 1.50 points for every school
year but shall not exceed twelve (12)points.
For every month of service, 0.15 point shall be given.
Example: 8 months = 1.20 points
10 months = 1.50 points
The full 0.15 point per month of teaching experience shall be given to the applicants who have come
from schools and institutions that are government-accredited or -recognized. Certificate/s of
employment shall be used to determine validity of teaching experience.
Teaching experience of kindergarten volunteer teachers (KVT) and LGU-funded teachers shall merit
additional points on top of the score they obtain from the above points system, as follows:
Less than 2 years experience = +1 point
2 to less than 5 years experience = +2 points
5 or more years experience = +3 points
7.3 LET/PBET Rating – 15 points
Equivalent points of applicants rating in the LET/PBET shall be as follows:
LET Rating Points PBET Rating Points
87 and above 15 82 and above 15
84 – 86 14 79 – 81 14
81 – 83 13 76 – 78 13
78 – 80 12 73 – 75 12
75 – 77 11 70 – 72 11
7.4 Specialized Training and Skills – 10 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 10 points.
In the assignment of points, the following should be met:
Presentation of a certificate of at least ten (10) days’ training – 5 points or nothing
Demonstration of the skill – 5 points or nothing
For applicants who may be assigned to a school located in an IP community and/or serving IP learners,
knowledge and proficiency in the language(s) and culture of the concerned IP community shall be
validated with the following:
Quality Indicator/Evidence Points
Language proficiency
Can speak the community’s language
For those applying to teach in Kindergarten -Grade 3: with adequate fluency and ease to
2
discuss various concerns with adults in
Fluency in the community language needed to teach using the community
the mother tongue
A certificate or any form of attestation
from the IP elder(s)/leaders recognized
For those applying to teach in Grades 4-10: Familiarity
by the community may be submitted to
with the day-to-day conversational language of the
support this
community needed to interact with community members
and culture-bearers *
Can take part in simple conversations
2
using the community’s local language
(* Culture bearers tire elders, leaders, and other
community members recognized for their expertise on
particular Indigenous Knowledge Systems and Practices
from the IP elder(s)/leaders recognized
(IKSPs) who are willing to facilitate the learning of IKSPs.)
by the community may be submitted to
support this
Familiarity with and respect for the community’s culture from the IP elder(s)/leaders recognized 3
by the community
Competency in indigenization of the teaching-learning
process/Indigenous Peoples Education (IPEd)
Has undergone training related to the indigenization of
Presentation of training certificate/s
the teaching-learning process
5 days 0.50
7 days 1
10 days and over 1.5
Has practiced appropriate indigenization of the
Certification from previous learning
teachingleaming process in previous teaching
institution/s served
engagements
1 year 0.5
2-3 years 1
4-5 years 2
6-7 years 2.5
7-9 years 3
10 years and over 4
If the total points reached by an applicant exceed ten (10) points, a rating of 10 is given.
7.5 Interview – 10 points
The Division Selection Committee shall interview applicants and ensure that all have equal
opportunities to be assessed. Applicants shall be interviewed on topics such as:
Professional experiences
Instructional skills
Technology/computer skills
Classroom discipline
Classroom management
Knowledge of content/materials
Planning skills
Relationships with administration, staff, parents, and students
Personal qualities
Applicants shall be rated based on the competencies and standards indicated below; thus, interview
questions should be aligned with these.
Applicants shall be rated based on the competencies and standards indicated below; thus, interview
questions should be aligned with these.
I. Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy
Conveys ideas and information clearly
Provides reasonable examples cf effective lesson-planning, instructional strategies, and/or student
assessment
Makes content meaningful to students in the district
Sets concrete, ambitious goals for student achievement
Addresses the multiple and varied needs of students
Focuses on achieving results with students
Indicates confidence that all students should be held to high standards
Maintains high expectations for students when confronted with setbacks; continues to focus on the
students’ academic success
Reflects on successes and failures
II. Classroom Management: Demonstrates ability to deal effectively with negative student behavior
Assumes accountability for classroom environment and cultures
Conveys reasonable understanding of potential challenges involved in teaching in a high-need school
Demonstrates ability to deal effectively with negative student behavior
Persists in offering viable or realistic strategies to deal with classroom management challenges
Remains productive and focused when faced with challenges
Conveys willingness to try multiple strategies or something new when things change or when
confronted with challenges
Displays willingness to adapt classroom management style to meet the particular needs or culture of a
school
III. School Fit: Demonstrates skills and needs for development that can be a good fit with the school
Interacts with interviewer in appropriate or professional manner
Respects the opinions of others
Recognizes that families impact student performance
Strategies create positive relationships with administrators, faculty, students
Expresses personal and professional expectations and/or preferences that are in line with the school
culture
Demonstrates interests and skills that match the school’s culture and needs
Interacts appropriately with supervisors, colleagues, parents and students
The rater shall make brief notes to support his or her observations and judgments about the
individual’s skills as related to the listed competencies and to make a rating, from Not Fully
Acceptable (NFA), Fully Acceptable [FA), to Exemplary (E) for each competency, using these standards
and equivalent points:
Exemplary (E) Fully Acceptable (FA) Not Fully Acceptable (NFA)
5 points 3 points 1 point
Applicant’s response contained Applicant’s response covered Applicant’s response contained very
many, if not all, of the target some of the target behaviors, but few of the target behaviors. Either
behaviors. His/her responses not quite at the level that would the behaviors he/she discussed were
indicate well-developed skills be ideal for that competency. Still, not at, or even close to. the level
and aptitude for that the quality of the person’s indicated in the target behaviors, or
competency, which would most answers leads you to believe that the person did not give you enough
likely lead to job success. The he/she would be successful with information for you to have
person’s responses are of some additional exposure and/or confidence that he/she has that
superior quality for this job. training. competency at the level needed for
success.
The number of points attained for each of the three (3) listed competencies (TeachingAbility,
Classroom Management, School Fit) shall be added and then divided by fifteen (15).The quotient shall
then be multiplied by 0.10 or 10%. The product shall then be multiplied by 100.
Example: Sum of points attained for the three competencies = 9
[(9/15) x .10] x 100 = 6
Score for Interview = 6 /10
7.6 Demonstration Teaching – 15 points
Applicants shall be evaluated according to the rubrics indicated on the following pages.
7.7 English Communication Skills – 15 points
An English Proficiency Test (EPT) shall be administered to applicants by the National Education Testing
and Research Center (NETRC). The respective Division Testing Coordinators shall coordinate with
NETRC regarding the conduct and schedule of the exam in their division, which should be within
February to March.
The total percentage score obtained by an applicant shall be multiplied by the weight of fifteen (15)
points, asfollows:
Percentage Score = 98% or 0.98
Weighted Points = 15
Rating = .98 x 15 = 14.7 points
8.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS (RQA)

8.1 The RQA is the list of qualified applicants for appointment, which shall include their names,
permanent addresses, and final evaluation ratings.
8.2 It shall be used in filling-up new items and natural vacancies for Teacher I positions.
8.3 The cut-off score for inclusion in the RQA is seventy (70)points.
8.4 The RQA should 1) be published in order of highest to lowest scores of the applicants, 2) show
both the results of each criterion and the final overall rating, 3) only include those who obtained total
scores of seventy (70) and above, 4) indicate the date of posting, and 5) be signed by the SDS.
8.5 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.
8.6 Subject area specialization of the qualified applicants shall be the primary consideration in the
secondary school level. Thus, the applicant to be appointed should have the subject-area
specialization needed by the school.
8.7 The RQAs for Secondary Schools shall be prepared by subject area specialization, as follows:
English, Filipino, Algebra, Trigonometry, Geometry, Statistics, General Science, Biology, Chemistry,
Physics, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music & Arts, Physical Education & Health,
and SPED. Depending on the schools’ TLE offerings, separate RQAs for Agri-Fishery Arts, Home
Economics, Information and Communications Technology (ICT),and Industrial Arts shall be prepared as
well.
8.8 In schools with SPED teacher requirements, SPED specialization of qualified applicants shall be the
primary consideration. As such, the applicant to be appointed should have the qualifications stated in
Section 7.1.1.3.
8.9 Following DepEd Memorandum No. 141, s. 2013 on the Hiring of Graduates of 1000 Teachers
Program, of the Philippine Business for Education, qualified applicants under PBEd’s 1000 TP program
shall be given priority in hiring.
8.10 The RQAs should be ready by the last week of April of every year so that qualified applicants may
be appointed by May 1. The RQA shall be valid for a period of one (1)school year.
8.11 As a general rule, only applicants listed in the RQA are eligible for hiring and appointment, with
priority given to bonafide residents of the barangay, municipality, city, or province (in the order as
aforestated) where the school is located. 8.11.1 In cases where the number of qualified applicants
from the barangay is greater than the number of available Teacher I items, priority in hiring shall be
given to applicants from the barangay according to their overall rating (number score) in the RQA,
from highest to lowest. The same rule shall apply in the appointment of applicants from the
municipality, city, and province.
8.12 In cases where all those in the RQA have been appointed and assigned to their respective
stations and there are still available positions, the concerned Schools Division Office shall coordinate
with a neighboring SDO whose RQA has not yet been exhausted and facilitate their applicants’
deployment to the Division, subject to the applicants’ written concurrence. If an applicant refuses to
be deployed to the other division, no deployment shall be effected. The evaluation process shall not
be repeated; the scores given by the neighboring SDO shall be respected.
9.0 APPOINTMENT OF QUALIFIED APPLICANTS The Schools Division Superintendent (SDS) shall:
9.1 Post the signed, complete results (RQAs) in at least three (3) conspicuous places in the Division
Office and on the website of the Division Office. The RQAs must have the contents indicated in Section
8.4.
9.2 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, LGUs, and Legislative District
Representatives shall also be provided with copies of the RQAs.
9.3 Advise newly-hired teachers to report for their first day of work on May 15, provided that
appointment papers are already in order.
10.0 MONITORING OF DIVISION COMPLIANCE

Regional Directors shall regularly monitor and ensure strict compliance with the provisions of these
hiring guidelines, as follows:
10.1 Dissemination and discussion of these guidelines with teachers, school heads, district
supervisors, superintendents, and other schools division officials:
10.2 Preparation of schools to receive and acknowledge applications;
10.3 Organization of Division Selection Committees and School Screening Committees;
10.4 Briefing and orientation of members of these committees regarding their roles and functions;
10.5 Preparation of scoring sheets, interview guides, and tests of applicants:
10.6 Briefing and information-sharing with local governments and other local stakeholders in teacher
hiring;
10.7 Preparation of a report on the observations, both positive and negative, in actual division
practices in implementing these guidelines; and
10.8 Submission of said report on a quarterly basis to the Office of the Secretary through the Office of
the Assistant Secretary for Planning.
22.0 GRIEVANCE AND PROTEST PROCEDURES
Aggrieved qualified applicants in the RQAs of the Schools Division Office and those who are
disqualified under Sec. 5.2.i of these guidelines may file a protest or complaint, respectively.
22.0 REPEALING CAUSE
These Guidelines hereby amend DepEd Order No. 14, s. 2014. Other rules, regulations and issuances
which are also inconsistent with these guidelines are hereby repealed, rescinded or modified
accordingly.
23.0 EFFECTIVITY
The guidelines and criteria provided in this Order shall take effect immediately.
BR. ARMIN A. LUISTRO FSC
Secretary
APPENDIX C
REPUBLIC ACT 7610
Special Protection of Children Against Abuse, Exploitation and Discrimination Act

AN ACT PROVIDING FOR STRONGER DETERRENCE AND SPECIAL PROTECTION AGAINST CHILD ABUSE,
EXPLOITATION AND DISCRIMINATION, PROVIDING PENALTIES FOR ITS VIOLATION AND FOR OTHER
PURPOSES.
ARTICLE I Title, Policy, Principles and Definitions of Terms
Sec. 1. Title. - This Act shall be known as the "Special Protection of Children Against Abuse,
Exploitation and Discrimination Act."
Sec. 2. Declaration of State Policy and Principles. - It is hereby declared to be the policy of the State to
provide special protection to children from all firms of abuse, neglect, cruelty exploitation and
discrimination and other conditions, prejudicial their development; provide sanctions for their
commission and carry out a program for prevention and deterrence of and crisis intervention in
situations of child abuse, exploitation and discrimination. The State shall intervene on behalf of the
child when the parent, guardian, teacher or person having care or custody of the child fails or is
unable to protect the child against abuse, exploitation and discrimination or when such acts against
the child are committed by the said parent, guardian, teacher or person having care and custody of
the same.
It shall be the policy of the State to protect and rehabilitate children gravely threatened or
endangered by circumstances which affect or will affect their survival and normal development and
over which they have no control.
The best interests of children shall be the paramount consideration in all actions concerning them,
whether undertaken by public or private social welfare institutions, courts of law, administrative
authorities, and legislative bodies, consistent with the principle of First Call for Children as enunciated
in the United Nations Convention of the Rights of the Child. Every effort shall be exerted to promote
the welfare of children and enhance their opportunities for a useful and happy life.
Sec. 3. Definition of Terms. -

(a) "Children" refers to person below eighteen (18) years of age or those over but are unable to fully
take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation or
discrimination because of a physical or mental disability or condition;
(b) "Child abuse" refers to the maltreatment, whether habitual or not, of the child which includes any
of the following:
(1) Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;
(2) Any act by deeds or words which debases, degrades or demeans the intrinsic worth and dignity of
a child as a human being;
(3) Unreasonable deprivation of his basic needs for survival, such as food and shelter; or
(4) Failure to immediately give medical treatment to an injured child resulting in serious impairment
of his growth and development or in his permanent incapacity or death.
(c) "Circumstances which gravely threaten or endanger the survival and normal development of
children" include, but are not limited to, the following:
(1) Being in a community where there is armed conflict or being affected by armed conflict-related
activities;
(2) Working under conditions hazardous to life, safety and normal which unduly interfere with their
normal development;
(3) Living in or fending for themselves in the streets of urban or rural areas without the care of parents
or a guardian or basic services needed for a good quality of life;
(4) Being a member of a indigenous cultural community and/or living under conditions of extreme
poverty or in an area which is underdeveloped and/or lacks or has inadequate access to basic services
needed for a good quality of life;
(5) Being a victim of a man-made or natural disaster or calamity; or
(6) Circumstances analogous to those above-stated which endanger the life, safety or normal
development of children.
(d) "Comprehensive program against child abuse, exploitation and discrimination" refers to the
coordinated program of services and facilities to protected children against:
(1) Child Prostitution and other sexual abuse;

(2) Child trafficking;
(3) Obscene publications and indecent shows;
(4) Other acts of abuses; and
(5) Circumstances which threaten or endanger the survival and normal development of children.
ARTICLE II Program on Child Abuse, Exploitation and Discrimination
Sec. 4. Formulation of the Program. - There shall be a comprehensive program to be formulated, by

the Department of Justice and the Department of Social Welfare and Development in coordination
with other government agencies and private sector concerned, within one (1) year from the effectivity
of this Act, to protect children against child prostitution and other sexual abuse; child trafficking,
obscene publications and indecent shows; other acts of abuse; and circumstances which endanger
child survival and normal development.
ARTICLE III Child Prostitution and Other Sexual Abuse
Sec. 5. Child Prostitution and Other Sexual Abuse. - Children, whether male or female, who for money,
profit, or any other consideration or due to the coercion or influence of any adult, syndicate or group,
indulge in sexual intercourse or lascivious conduct, are deemed to be children exploited in
prostitution and other sexual abuse.
The penalty of reclusion temporal in its medium period to reclusion perpetua shall be imposed upon
the following:
(a) Those who engage in or promote, facilitate or induce child prostitution which include, but are not
limited to, the following:
(1) Acting as a procurer of a child prostitute;

(2) Inducing a person to be a client of a child prostitute by means of written or oral advertisements or
other similar means;
(3) Taking advantage of influence or relationship to procure a child as prostitute;
(4) Threatening or using violence towards a child to engage him as a prostitute; or
(5) Giving monetary consideration goods or other pecuniary benefit to a child with intent to engage
such child in prostitution.
(b) Those who commit the act of sexual intercourse of lascivious conduct with a child exploited in
prostitution or subject to other sexual abuse; Provided, That when the victims is under twelve (12)
years of age, the perpetrators shall be prosecuted under Article 335, paragraph 3, for rape and Article
336 of Act No. 3815, as amended, the Revised Penal Code, for rape or lascivious conduct, as the case
may be: Provided, That the penalty for lascivious conduct when the victim is under twelve (12) years
of age shall be reclusion temporal in its medium period; and
(c) Those who derive profit or advantage therefrom, whether as manager or owner of the
establishment where the prostitution takes place, or of the sauna, disco, bar, resort, place of
entertainment or establishment serving as a cover or which engages in prostitution in addition to the
activity for which the license has been issued to said establishment.
Sec. 6. Attempt To Commit Child Prostitution. - There is an attempt to commit child prostitution under
Section 5, paragraph (a) hereof when any person who, not being a relative of a child, is found alone
with the said child inside the room or cubicle of a house, an inn, hotel, motel, pension house, apartelle
or other similar establishments, vessel, vehicle or any other hidden or secluded area under
circumstances which would lead a reasonable person to believe that the child is about to be exploited
in prostitution and other sexual abuse.
There is also an attempt to commit child prostitution, under paragraph (b) of Section 5 hereof when
any person is receiving services from a child in a sauna parlor or bath, massage clinic, health club and
other similar establishments. A penalty lower by two (2) degrees than that prescribed for the
consummated felony under Section 5 hereof shall be imposed upon the principals of the attempt to
commit the crime of child prostitution under this Act, or, in the proper case, under the Revised Penal
Code.
ARTICLE IV Child Trafficking
Sec. 7. Child Trafficking. - Any person who shall engage in trading and dealing with children including,
but not limited to, the act of buying and selling of a child for money, or for any other consideration, or
barter, shall suffer the penalty of reclusion temporal to reclusion perpetua. The penalty shall be
imposed in its maximum period when the victim is under twelve (12) years of age.
Sec. 8. Attempt to Commit Child Trafficking. - There is an attempt to commit child trafficking under
Section 7 of this Act:
(a) When a child travels alone to a foreign country without valid reason therefor and without
clearance issued by the Department of Social Welfare and Development or written permit or
justification from the child's parents or legal guardian;
(c) When a person, agency, establishment or child-caring institution recruits women or couples to bear
children for the purpose of child trafficking; or
(d) When a doctor, hospital or clinic official or employee, nurse, midwife, local civil registrar or any
other person simulates birth for the purpose of child trafficking; or
(e) When a person engages in the act of finding children among low-income families, hospitals, clinics,
nurseries, day-care centers, or other child-during institutions who can be offered for the purpose of
child trafficking.
A penalty lower two (2) degrees than that prescribed for the consummated felony under Section 7
hereof shall be imposed upon the principals of the attempt to commit child trafficking under this Act.
ARTICLE V Obscene Publications and Indecent Shows
Sec. 9. Obscene Publications and Indecent Shows. - Any person who shall hire, employ, use, persuade,
induce or coerce a child to perform in obscene exhibitions and indecent shows, whether live or in
video, or model in obscene publications or pornographic materials or to sell or distribute the said
materials shall suffer the penalty of prision mayor in its medium period.
If the child used as a performer, subject or seller/distributor is below twelve (12) years of age, the
penalty shall be imposed in its maximum period.
Any ascendant, guardian, or person entrusted in any capacity with the care of a child who shall cause
and/or allow such child to be employed or to participate in an obscene play, scene, act, movie or
show or in any other acts covered by this section shall suffer the penalty of prision mayor in its
medium period.
ARTICLE VI Other Acts of Abuse
Sec. 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other Conditions Prejudicial to the
Child's Development. -
(a) Any person who shall commit any other acts of child abuse, cruelty or exploitation or to be
responsible for other conditions prejudicial to the child's development including those covered by
Article 59 of Presidential Decree No. 603, as amended, but not covered by the Revised Penal Code, as
amended, shall suffer the penalty of prision mayor in its minimum period.
(b) Any person who shall keep or have in his company a minor, twelve (12) years or under or who in
ten (10) years or more his junior in any public or private place, hotel, motel, beer joint, discotheque,
cabaret, pension house, sauna or massage parlor, beach and/or other tourist resort or similar places
shall suffer the penalty of prision mayor in its maximum period and a fine of not less than Fifty
thousand pesos (P50,000.00): Provided, That this provision shall not apply to any person who is
related within the fourth degree of consanguinity or affinity or any bond recognized by law, local
custom and tradition or acts in the performance of a social, moral or legal duty.
(c) Any person who shall induce, deliver or offer a minor to any one prohibited by this Act to keep or
have in his company a minor as provided in the preceding paragraph shall suffer the penalty of prision
mayor in its medium period and a fine of not less than Forty thousand pesos (P40,000.00); Provided,
however, That should the perpetrator be an ascendant, stepparent or guardian of the minor, the
penalty to be imposed shall be prision mayor in its maximum period, a fine of not less than Fifty
thousand pesos (P50,000.00), and the loss of parental authority over the minor.
(d) Any person, owner, manager or one entrusted with the operation of any public or private place of
accommodation, whether for occupancy, food, drink or otherwise, including residential places, who
allows any person to take along with him to such place or places any minor herein described shall be
imposed a penalty of prision mayor in its medium period and a fine of not less than Fifty thousand
pesos (P50,000.00), and the loss of the license to operate such a place or establishment.
(e) Any person who shall use, coerce, force or intimidate a street child or any other child to:
(1) Beg or use begging as a means of living;

(2) Act as conduit or middlemen in drug trafficking or pushing; or
(3) Conduct any illegal activities, shall suffer the penalty of prision correccional in its medium period
to reclusion perpetua.
For purposes of this Act, the penalty for the commission of acts punishable under Articles 248, 249,
262, paragraph 2, and 263, paragraph 1 of Act No. 3815, as amended, the Revised Penal Code, for the
crimes of murder, homicide, other intentional mutilation, and serious physical injuries, respectively,
shall be reclusion perpetua when the victim is under twelve (12) years of age. The penalty for the
commission of acts punishable under Articles 337, 339, 340 and 341 of Act No. 3815, as amended, the
Revised Penal Code, for the crimes of qualified seduction, acts of lasciviousness with the consent of
the offended party, corruption of minors, and white slave trade, respectively, shall be one (1) degree
higher than that imposed by law when the victim is under twelve (12) years age.
The victim of the acts committed under this section shall be entrusted to the care of the Department
of Social Welfare and Development.
ARTICLE VII Sanctions for Establishments or Enterprises
Sec. 11. Sanctions of Establishments or Enterprises which Promote, Facilitate, or Conduct Activities
Constituting Child Prostitution and Other Sexual Abuse, Child Trafficking, Obscene Publications and
Indecent Shows, and Other Acts of Abuse. - All establishments and enterprises which promote or
facilitate child prostitution and other sexual abuse, child trafficking, obscene publications and
indecent shows, and other acts of abuse shall be immediately closed and their authority or license to
operate cancelled, without prejudice to the owner or manager thereof being prosecuted under this
Act and/or the Revised Penal Code, as amended, or special laws. A sign with the words "off limits"
shall be conspicuously displayed outside the establishments or enterprises by the Department of
Social Welfare and Development for such period which shall not be less than one (1) year, as the
Department may determine. The unauthorized removal of such sign shall be punishable by prision
correccional.
An establishment shall be deemed to promote or facilitate child prostitution and other sexual abuse,
child trafficking, obscene publications and indecent shows, and other acts of abuse if the acts
constituting the same occur in the premises of said establishment under this Act or in violation of the
Revised Penal Code, as amended. An enterprise such as a sauna, travel agency, or recruitment agency
which; promotes the aforementioned acts as part of a tour for foreign tourists; exhibits children in a
lewd or indecent show; provides child masseurs for adults of the same or opposite sex and said
services include any lascivious conduct with the customers; or solicits children or activities
constituting the aforementioned acts shall be deemed to have committed the acts penalized herein.
ARTICLE VIIIWorking Children
Sec. 12. Employment of Children. - Children below fifteen (15) years of age may be employed except:
(1) When a child works directly under the sole responsibility of his parents or legal guardian and
where only members of the employer's family are employed: Provided, however, That his
employment neither endangers his life, safety and health and morals, nor impairs his normal
development: Provided, further, That the parent or legal guardian shall provide the said minor child
with the prescribed primary and/or secondary education; or
(2) When a child's employment or participation in public & entertainment or information through
cinema, theater, radio or television is essential: Provided, The employment contract concluded by the
child's parent or guardian, with the express agreement of the child concerned, if possible, and the
approval of the Department of Labor and Employment: Provided, That the following requirements in
all instances are strictly complied with:
(a) The employer shall ensure the protection, health, safety and morals of the child;
(b) the employer shall institute measures to prevent the child's exploitation or discrimination taking
into account the system and level of remuneration, and the duration and arrangement of working
time; and
(c) The employer shall formulate and implement, subject to the approval and supervision of
competent authorities, a continuing program for training and skill acquisition of the child.
In the above exceptional cases where any such child may be employed, the employer shall first
secure, before engaging such child, a work permit from the Department of Labor and Employment
which shall ensure observance of the above requirement.
The Department of Labor and Employment shall promulgate rules and regulations necessary for the
effective implementation of this Section.
Sec. 13. Non-formal Education for Working Children. - The Department of Education, Culture and
Sports shall promulgate a course design under its non-formal education program aimed at promoting
the intellectual, moral and vocational efficiency of working children who have not undergone or
finished elementary or secondary education. Such course design shall integrate the learning process
deemed most effective under given circumstances.
Sec. 14. Prohibition on the Employment of Children in Certain Advertisements. - No person shall
employ child models in all commercials or advertisements promoting alcoholic beverages, intoxicating
drinks, tobacco and its byproducts and violence.
Sec. 15. Duty of Employer. - Every employer shall comply with the duties provided for in Articles 108
and 109 of Presidential Decree No. 603.
Sec. 16. Penalties. - Any person who shall violate any provision of this Article shall suffer the penalty
of a fine of not less than One thousand pesos (P1,000) but not more than Ten thousand pesos
(P10,000) or imprisonment of not less than three (3) months but not more than three (3) years, or
both at the discretion of the court: Provided, That, in case of repeated violations of the provisions of
this Article, the offender's license to operate shall be revoked.
ARTICLE IX Children of Indigenous Cultural Communities
Sec. 17. Survival, Protection and Development. - In addition to the rights guaranteed to children under
this Act and other existing laws, children of indigenous cultural communities shall be entitled to
protection, survival and development consistent with the customs and traditions of their respective
communities.
Sec. 18. System of and Access to Education. - The Department of Education, Culture and Sports shall
develop and institute an alternative system of education for children of indigenous cultural
communities which culture-specific and relevant to the needs of and the existing situation in their
communities. The Department of Education, Culture and Sports shall also accredit and support non-
formal but functional indigenous educational programs conducted by non-government organizations
in said communities.
Sec. 19. Health and Nutrition. - The delivery of basic social services in health and nutrition to children
of indigenous cultural communities shall be given priority by all government agencies concerned.
Hospitals and other health institution shall ensure that children of indigenous cultural communities
are given equal attention. In the provision of health and nutrition services to children of indigenous
cultural communities, indigenous health practices shall be respected and recognized.
Sec. 20. Discrimination. - Children of indigenous cultural communities shall not be subjected to any
and all forms of discrimination.
Any person who discriminate against children of indigenous cultural communities shall suffer a
penalty of arresto mayor in its maximum period and a fine of not less than Five thousand pesos
(P5,000.00) more than Ten thousand pesos (P10,000.00).
Sec. 21. Participation. - Indigenous cultural communities, through their duly-designated or appointed
representatives shall be involved in planning, decision-making implementation, and evaluation of all
government programs affecting children of indigenous cultural communities. Indigenous institution
shall also be recognized and respected.
ARTICLE X Children in Situations of Armed Conflict
Sec. 22. Children as Zones of Peace. - Children are hereby declared as Zones of Peace. It shall be the
responsibility of the State and all other sectors concerned to resolve armed conflicts in order to
promote the goal of children as zones of peace. To attain this objective, the following policies shall be
observed.
(a) Children shall not be the object of attack and shall be entitled to special respect. They shall be
protected from any form of threat, assault, torture or other cruel, inhumane or degrading treatment;
(b) Children shall not be recruited to become members of the Armed Forces of the Philippines of its
civilian units or other armed groups, nor be allowed to take part in the fighting, or used as guides,
couriers, or spies;
(c) Delivery of basic social services such as education, primary health and emergency relief services
shall be kept unhampered;
(d) The safety and protection of those who provide services including those involved in fact-finding
missions from both government and non-government institutions shall be ensured. They shall not be
subjected to undue harassment in the performance of their work;
(e) Public infrastructure such as schools, hospitals and rural health units shall not be utilized for
military purposes such as command posts, barracks, detachments, and supply depots; and
(f) All appropriate steps shall be taken to facilitate the reunion of families temporarily separated due
to armed conflict.
Sec. 23. Evacuation of Children During Armed Conflict. - Children shall be given priority during
evacuation as a result of armed conflict. Existing community organizations shall be tapped to look
after the safety and well-being of children during evacuation operations. Measures shall be taken to
ensure that children evacuated are accompanied by persons responsible for their safety and well-
being.
Sec. 24. Family Life and Temporary Shelter. - Whenever possible, members of the same family shall be
housed in the same premises and given separate accommodation from other evacuees and provided
with facilities to lead a normal family life. In places of temporary shelter, expectant and nursing
mothers and children shall be given additional food in proportion to their physiological needs.
Whenever feasible, children shall be given opportunities for physical exercise, sports and outdoor
games.
Sec. 25. Rights of Children Arrested for Reasons Related to Armed Conflict. - Any child who has been
arrested for reasons related to armed conflict, either as combatant, courier, guide or spy is entitled to
the following rights;
(a) Separate detention from adults except where families are accommodated as family units;
(b) Immediate free legal assistance;
(c) Immediate notice of such arrest to the parents or guardians of the child; and
(d) Release of the child on recognizance within twenty-four (24) hours to the custody of the
Department of Social Welfare and Development or any responsible member of the community as
determined by the court.
If after hearing the evidence in the proper proceedings the court should find that the aforesaid child
committed the acts charged against him, the court shall determine the imposable penalty, including
any civil liability chargeable against him. However, instead of pronouncing judgment of conviction, the
court shall suspend all further proceedings and shall commit such child to the custody or care of the
Department of Social Welfare and Development or to any training institution operated by the
Government, or duly-licensed agencies or any other responsible person, until he has had reached
eighteen (18) years of age or, for a shorter period as the court may deem proper, after considering the
reports and recommendations of the Department of Social Welfare and Development or the agency or
responsible individual under whose care he has been committed.
The aforesaid child shall subject to visitation and supervision by a representative of the Department
of Social Welfare and Development or any duly-licensed agency or such other officer as the court may
designate subject to such conditions as it may prescribe.
The aforesaid child whose sentence is suspended can appeal from the order of the court in the same
manner as appeals in criminal cases.
Sec. 26. Monitoring and Reporting of Children in Situations of Armed Conflict. - The chairman of the
barangay affected by the armed conflict shall submit the names of children residing in said barangay
to the municipal social welfare and development officer within twenty-four (24) hours from the
occurrence of the armed conflict.
ARTICLE XI Remedial Procedures
Sec. 27. Who May File a Complaint. - Complaints on cases of unlawful acts committed against the
children as enumerated herein may be filed by the following:
(a) Offended party;
(b) Parents or guardians;
(c) Ascendant or collateral relative within the third degree of consanguinity;
(d) Officer, social worker or representative of a licensed child-caring institution;
(e) Officer or social worker of the Department of Social Welfare and Development;
(f) Barangay chairman; or
(g) At least three (3) concerned responsible citizens where the violation occurred.
Sec. 28. Protective Custody of the Child. - The offended party shall be immediately placed under the
protective custody of the Department of Social Welfare and Development pursuant to Executive
Order No. 56, series of 1986. In the regular performance of this function, the officer of the
Department of Social Welfare and Development shall be free from any administrative, civil or criminal
liability. Custody proceedings shall be in accordance with the provisions of Presidential Decree No.
603.
Sec. 29. Confidentiality. - At the instance of the offended party, his name may be withheld from the
public until the court acquires jurisdiction over the case.
It shall be unlawful for any editor, publisher, and reporter or columnist in case of printed materials,
announcer or producer in case of television and radio broadcasting, producer and director of the film
in case of the movie industry, to cause undue and sensationalized publicity of any case of violation of
this Act which results in the moral degradation and suffering of the offended party.
Sec. 30. Special Court Proceedings. - Cases involving violations of this Act shall be heard in the
chambers of the judge of the Regional Trial Court duly designated as Juvenile and Domestic Court.
Any provision of existing law to the contrary notwithstanding and with the exception of habeas
corpus, election cases, and cases involving detention prisoners and persons covered by Republic Act
No. 4908, all courts shall give preference to the hearing or disposition of cases involving violations of
this Act.
ARTICLE XII Common Penal Provisions
Sec. 31. Common Penal Provisions. -

(a) The penalty provided under this Act shall be imposed in its maximum period if the offender has
been previously convicted under this Act;
(b) When the offender is a corporation, partnership or association, the officer or employee thereof
who is responsible for the violation of this Act shall suffer the penalty imposed in its maximum period;
(c) The penalty provided herein shall be imposed in its maximum period when the perpetrator is an
ascendant, parent guardian, stepparent or collateral relative within the second degree of
consanguinity or affinity, or a manager or owner of an establishment which has no license to operate
or its license has expired or has been revoked;
(d) When the offender is a foreigner, he shall be deported immediately after service of sentence and
forever barred from entry to the country;
(e) The penalty provided for in this Act shall be imposed in its maximum period if the offender is a
public officer or employee: Provided, however, That if the penalty imposed is reclusion perpetua or
reclusion temporal, then the penalty of perpetual or temporary absolute disqualification shall also be
imposed: Provided, finally, That if the penalty imposed is prision correccional or arresto mayor, the
penalty of suspension shall also be imposed; and
(f) A fine to be determined by the court shall be imposed and administered as a cash fund by the
Department of Social Welfare and Development and disbursed for the rehabilitation of each child
victim, or any immediate member of his family if the latter is the perpetrator of the offense.
ARTICLE XIII
Final Provisions
Sec. 32. Rules and Regulations. - Unless otherwise provided in this Act, the Department of Justice, in
coordination with the Department of Social Welfare and Development, shall promulgate rules and
regulations of the effective implementation of this Act.
Such rules and regulations shall take effect upon their publication in two (2) national newspapers of
general circulation.
Sec. 33. Appropriations. - The amount necessary to carry out the provisions of this Act is hereby
authorized to be appropriated in the General Appropriations Act of the year following its enactment
into law and thereafter.
Sec. 34. Separability Clause. - If any provision of this Act is declared invalid or unconstitutional, the
remaining provisions not affected thereby shall continue in full force and effect.
Sec. 35. Repealing Clause. - All laws, decrees, or rules inconsistent with the provisions of this Acts are
hereby repealed or modified accordingly.
Sec. 36. Effectivity Clause. - This Act shall take effect upon completion of its publication in at least two
(2) national newspapers of general circulation.
PICTURE... PICTURE... PICTURE...

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ACKNOWLEDGEMENT

MY FIRST DAY JITTERS

2. What is your expectation from your cooperating teacher?

4. What assistance that you have extended in day to day activities?

Why is it that effective classroom management is important to you as a future educator?

2. What is the DepEd Vision, Mission and Core Values?

THE DEPED MISSION

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

OUR CORE VALUES

1. Why is it that the school is considered your second home?

GETTING TO KNOW THE CLASSROOM ROUTINES

2. What are the classroom rules set by your cooperating teacher?

3. What routines do I need to establish in order to make me a better classroom manager?

If I were to establish routines in the classroom to become a better classroom manager , I

Why is it that effective classroom management is important to you as a future educator?

A JOURNEY BEGINS WITH THE FIRST STEP

1. How did you prepare your first Instructional Materials ( IM’s)?

2. How did you follow the instruction of your cooperating teacher?

3. Did you feel that you can do the task? Why?

1. Rate your accomplishments as outstanding, very satisfactory, satisfactory, and needs

MY FIRST LESSON PLAN

1. What is a lesson plan?

2. What are the types of lesson plan?

2. What are the areas to be improved?

PREPARING MY INSTRUCTIONAL MATERIALS

1. What instructional materials are used in the classroom?

4. What factors that affect the choice of your IM’s?

Table on Lessons and IM’s USED

1. Rate your IM’s. Explain why?

My cooperating teacher rates my instructional materials prepared in the classroom by its

Instructional Materials Rating

1. The IM’s is appropriate to the learners. 1

1. What are the things to remember in preparing the test?

2. What are the rules in constructing the test?

STRUCTURING AND DESIGNING THE CLASSROOM

1. What IM’s are used in the classroom?

2. What are the things in the bulletin board?

1. Why do I need to structure the classroom?

2.What lesson did I learn while structuring the classroom?

LET’S PARTICIPATE IN SCHOOL ACTIVITIES

1. How did you assess the school activities?

3. Explain the importance of teamwork in doing school activities?

4. Quotations about cooperation and teamwork ( at least 5)

1. Why do I need to participate in school activities?

2. What insights did I gain after joining the school activities?

Records Registrars Fiscal Supply

2. How well did you work with the place?

3. How did you feel after offering your assistance?

1. Is doing other non-teaching duties beneficial? Why?

MY FIRST CLASSROOM DEMO LESSON

1. What are the instructional materials used in your demo?

1. What went well in your lesson? Why?

2. What went wrong? And why?

3. What did my students learned?

My students learned about biodiversity.

4. What did you learned about the lesson?

5. What did you learned about teaching?

6. What improvement will you make to be a more effective teacher?

7. Evaluate your demo lesson. Explain

MY FINAL DEMO LESSON - SEASONS

1. How did you prepare your final demo lesson?

1. How was your final demo?

2. Where you able to attained your objectives?