Personal and Professional Attributes and Interpersonal Effectiveness

PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL EFFECTIVENESS

Erich D. Garcia Ed.D. | NQESH REVIEWER FOR DEPED PAMPANGA 1

Q: How do we prioritize problems?

a. Relevance, Urgency, cost, growth

b. Relevance, Urgency, growth , cost

c. Urgency, relevance, growth, cost

d. Urgency, cost, relevance, growth

Answer : B

All problems are equally important nor is there a need for them to be solved at

the same time, there is a need to prioritize the school problems using the

following criteria:

a. Relevance- how relevant is the problem to school academic improvement

b. Urgency- if the problem is not addressed immediately, will it become worse?

c. Growth potential- if the problem is not solved, will it become worse?

d. Cost- if we do not solve the problem now, will it cost more to solve later?

Q: Which of the following are not considered rights of a Public School Teacher?

a. Safeguard in disciplinary procedures

b. Administrative charges shall be heard by the committee

c. enjoy academic freedom in the discharge of their professional duties,

particularly with regard to vacant period using their personal cellphone

browsing social media like facebook with their students.

d. Equality in salary scales

Answer: C

social media is not an academic freedom specially in school. DepEd vows strict

implementation of cell phone ban during classes.

Legal basis : DepEd order No. 83 Series 2003.

Q: The marketing officer of a private higher educational Institution (HEI’s) offers

to give a brand new laptop to the Principal of Bakawan High School in



exchange of a favor. The deal was to encourage 50 students to enroll in that

school. Is it legal?

a. Yes, it can be used by the principal for his own faculty and/or professorial

chairs

b. No, it is beyond delikadesa of a public officials.

c. Yes, gifts or donations shall be for improvement of classrooms and

laboratory of library facilities

d. Yes, through financial assistance and other forms of incentives to schools,

teachers, pupils and students.

Answer : C

Sec. 47. Relating to Gifts or Donations to Schools. — All gifts or donation in favor

of any school, college or university recognized by the Government shall not be

subject to tax; Provided, That such gifts or donations shall be for improvement of

classrooms and laboratory of library facilities, and shall not inure to the benefit of

any officer, director, official, or owner or owners of the school, or paid out as

salary, adjustments or allowance of any form or nature whatsoever, except in

support of faculty and/or professorial chairs.

Q: The father of Krisel Mallari already accept the fact that her daughter was not

the Class Valedictorian. During the interview with the media it shows that her

father want to access the grades of the declared valedictorian for comparison.

It is right to write a letter asking the teachers to agree to show the computation

of the grades.

a. Yes, it is the right of her father to organize by himself and/or with teachers

for the purpose of providing a forum

b. No, It is the prerogative of the school not to act to arrogant parents

c. Yes, it is their right to access to any official record directly relating to the

children who are under their parental responsibility.

d. No, it is against the policy of the school to show the records of other

student’s grades.



Answer : C

BATAS PAMBANSA BILANG 232

Sec. 8. Rights of Parents. — In addition to other rights under existing laws, all

parents who have children enrolled in a school have the following rights:

1. The right to organize by themselves and/or with teachers for the purpose

of providing a forum for the discussion of matters relating to the total

school program, and for ensuring the full cooperation of parents and

teachers in the formulation and efficient implementation of such

programs.

2. The right to access to any official record directly relating to the children

who are under their parental responsibility.

Q: Mr. Swabe is a regular client of MTMAS for the past 15 years. He always pay

his dues on time until one day Mr. Swabe work abroad as migrant worker.

Because of negligence he forgot to pay his remaining dues amounting to 75,000

Pesos. His four (4) co-makers were deducted payment from their salaries

causing them to file complain to MTMAS.

Is the basis of the lending company to deduct amortization to its co-worker

valid?

a. Yes, they are responsible to pay even in half because of a member

negligence

b. Yes, they reserves the right to consider the entire balance of the loan due

and demandable as co-maker

c. No! No person shall make any deduction whatsoever from the salaries of

teachers except under specific authority of law authorizing such

deductions

d. No! It is a violation of their rights as teachers borrower

Answer: B

The moment the co-worker affix their signature as co-maker The payment of this

loan shall be through salary deduction and the undersigned member-borrower

agrees and hereby authorizes the Payroll Service Division of the DepEd or



Paymaster to deduct said amount from the borrower’s salary and other

compensation.

In case of non-payment for three (3) consecutive installments, the Association

reserves the right to consider the entire balance of the loan due and

demandable, notwithstanding the imposition of applicable penalties, in

accordance with existing policies of the Association on

delinquent accounts.

Legal basis :

Form No. OP-004, Revised 092013 APPLICATION FOR LOAN MTMAS

Deduction prohibited. No person shall make any deduction whatsoever from

the salaries of teachers except under specific authority of law authorizing such

deductions: provided however, that upon written authority executed by the

teacher concerned, (1) lawful dues and fees owing to the Philippine Public

School Teacher association and (2) premiums properly due on insurance

policies, shall be considered deductible.

Answer: B

We should keep in mind that teaching is our first job profession and never

consider it as part time for selling goods to co-worker and students.

We should keep in mind that our work is the source of basic needs, ―My bread

and butter‖

It is the expression of our talent. It is a proof that we have a contribution to the

world and a source of advancement and growth.

Q: What exactly is the Basic Education Sector Reform Agenda or BESRA?

A: BESRA is a package of interrelated policy actions intended to bring about a

fundamental change in how education is delivered across the basic education

sector, and in how reforms in the basic education sector are planned and

implemented.

Q: What are the five key reform thrust of the BESRA policy action?

A: The BESRA policy actions are organized under Five Key Reform Thrusts:



1. Strengthened School- Based Management (SBM) The first KRT relates to

the reform principle that the best people to improve the quality of schools

are the people most directly affected by the school’s operations – namely

the school heads, the teachers, the students’ parents and others in the

community . Ex. Implementation of School and Annual Improvement Plans

MOOE maintenance/ operation of expenses based on needs

2. Improved teaching effectiveness and teacher development The second

KRT focuses on the important role of the teachers as driving force in

improving student learning and educational quality at the school level. Ex.

Teachers’ in-service trainings, seminars and scholarships. National

Competency Based Teachers Standards or ( NCBTS ) application and

implementation

3. Enhanced quality assurance through standards and assessment . The third

KRT is focused on ensuring wide social support for learning in schools.

People from all sectors of society play an important role not only in

supporting the work of the teachers, but also in supporting schools and all

the curricular processes that aim to promote student learning. Ex. Brigada

Eskwela, GPTCA, Brgy. RTA, Vendors, Govt. Officials, Private sectors and

NGOs

4. Improved access and learning outcomes through alternative learning,

etc. The fourth KRT emphasizes the variety of educational experiences

that can help learners attain the learning goals. This includes having early

childhood learning experiences, alternative learning systems, and other

varied learning experiences to help students attain highest levels of

learning. Ex. Full implementation of RBEC instruction, learning resources,

curricular and extra-curricular activities .

5. Institutionalized culture change in the DepEd The fifth KRT refers to the

Department of Education’s institutional culture to have a change from

prescribing actions through orders and memos to facilitating school

initiatives and assuring quality.

Q: WHAT ARE THE NINE POSITIVE QUALITIES OF BESRA?

Answer :

THE FOLLOWING ARE THE NINE POSITIVE QUALITIES OF BESRA:

1. First, BESRA focuses on the improving student learning processes and

outcome.



2. Second , BESRA affirms the need to employ diverse approaches to

facilitating learning in the classroom.

3. Third , BESRA locates the reform interventions at the level of the school

and the classroom.

4. Fourth, locating the reform initiatives at the school level also creates

stronger accountabilities to the community, and allows for more

responsive and more relevant school programs.

5. Fifth, BESRA recognizes the important role of teachers and teacher

development in improving student learning outcomes.

6. Sixth, BESRA builds on community-school relationships, and aims to

strengthen such relationships by looking at the community as a resource

for improving schools, and by ensuring that schools are accountable to

the community.

7. Seventh, BESRA reforms are based on previous interventions that worked.

Derived from pilot projects such as the Third Elementary Education Project

( TEEP ), the Basic Education assistance for Mindanao (BEAM) and the

Strengthening Implementation of Visayas Education ( STRIVE ) and other

reform initiatives.

8. Eighth, the BESRA shifts the reform initiatives of the DepEd from project

approach to a more organic approach.

9. Finally, the BESRA reforms are truly positive because BESRA is DepEd’s

reform initiative. It is not imposed by an external agency, or some foreign-

assisted project. In developing the specific components of BESRA, the

DepEd offices responsible undertook a most extensive consultation with a

wide range of stakeholders within the Deped and among the various

stakeholders of the Philippine Basic Education Sector.

Q: What is School – Based Management ( SBM )?

A: School – Based Management ( SBM )is a key component of the DepEd’s Basic

Education Sector Reform Agenda ( BESRA ) which is a widely- accepted reform

initiative which recognizes that schools as they are the key providers of

education, should be able to continuously improve by being empowered to

make informed and localized decisions based on their own unique needs. The

school heads and teachers are given the chance to create linkages with the

local government and the private sector, which can help improve local schools

.



Q: What is NCBTS?

A: National Competency Based Teachers Standard. It is an integrated

theoretical framework that defines the different dimensions of effective

teaching. It provides a single framework that defines effective teaching in all

aspects of a teacher’s professional life & in all phases of teacher development. -

Minimize confusion about what effective teaching is. - Provides a better guide

for all teacher development programs & projects from the school-level up to the

national level.

Q: How Should Teachers Use the NCBTS?

A: As a guide to reflect on their current teaching practices; As a framework for

creating new teaching practices As a guidepost for planning for professional

development goals As a common language for discussing teaching practices

with other teachers As the guide for thinking critically about whether the

teacher’s current practices are helping students attain the learning goals in the

curriculum.

Q: How Can the NCBTS Help Teachers Improve Their Teaching?

A: First, it makes certain assumptions about improving teaching. NCBTS assumes

that: - Individual teachers have various types and levels of motivation. -

Individual teachers have different capabilities. - Individual teachers have diverse

ranges of opportunities to teach better, in whatever situations they are. - The

process of improving teacher is an individual process, but this is sustained and

enhanced when the efforts are collaborative and synergistic among

communities of teachers.

Q: How Can the NCBTS Help Teachers Improve Their Teaching?

A: The full impact on student learning is best achieved by integrated and

cumulative improved efforts of many teachers. - The qualities of good teaching

are found in individual teachers, but these are strengthened & valued more

when it is supported by communities of teachers & educators. - Teachers

personal efforts are enhanced when groups of teachers work together to

improve their teaching and when the immediate and larger work environment

supports the efforts of the teachers.



Q: How Does the NCBTS Define Good Teaching Nature/quality?

A: ―How well are the essential qualities or critical features

demonstrated/observed in the positive teacher practices?‖ Frequency,

consistency and appropriateness: ―How often is the ideal teaching practice

demonstrated?‖, ―Is the demonstration appropriate to the particular teacher-

learning process?‖, and ―Is the teacher consistent in demonstrating this ideal?‖

Self-awareness: ―Is the teacher aware or mindful of the premises, rationale,

nature, and effects of the demonstrated teacher-learning process?‖

Q: Experiential learning is demonstrated when.

a. A teacher shares his personal experience with the children.

b. The students are allowed to read stories about experiences of characters

in a story.

c. The children reflect on and learn to from their own experiences.

d. Teachers give the learners opportunity to experience failure and success.

Answer: D

Teachers give the learners opportunity to experience failure and success.

GUIDELINES FOR EFFECTIVE INFORMATIONAL MEMOS AND LETTERS

1. Double-check the accuracy of any information you intend to convey.

2. Double-check the content of any memo or letter you are responding to.

3. Be direct and save the reader’s time. If you’re asking for information, put

your request in the first sentence. Get right to the point with a few words

as possible. Make your first sentence lead directly to the point.

4. Use the following basic structure for the main body of your memo or letter.

Begin with your main point, and make it important to your reader

Follow with well-organized details and explanations

Close with a request for action or friendly comment or goodwill

Don’t make mistakes in spelling, grammar or punctuation. People can’t help but

make unfavorable judgment about you if you do make mistakes.

PHILIPPINE EDUCATION FOR ALL (EFA)



What is EFA 2015 Plan?

The Philippine Education For All (EFA) 2015 is a vision and a holistic program of

reforms that aims at improving the quality of basic education for every Filipino

by 2015.

Overall Goals & Objectives of Philippine EFA 2015

1. Universal coverage of Out of School Youth (OSY) and adults in the

provision of basic learning needs;

2. Universal school participation and elimination of drop outs and repetition

in Firsts three grades;

3. Universal completion of full cycle of basic education schooling with

satisfactory achievement levels by all at every grade or year;

4. Total community commitment to attainment of basic education

competencies for all.

Real Dimensions of EFA

EFA aims to provide basic competencies to everyone to achieve functional

literacy for all.

The four components outcomes to achieve EFA goals are as follows:

1. Universal coverage of out-of-school youths and adults in the provision of

basic learning needs. All persons who failed to acquire the essential

competence to be functionally literate in their native tongue, in Filipino,

and in English.

2. Universal school participation and elimination of drop-outs and

repetition in first three grades. All children aged six should enter school

ready to learn and prepared to achieve the required competencies for

Grades 1 to 3.

3. Universal completion of the full cycle of basic education schooling with

satisfactory achievement levels by all at every grade or year.

4. Total community commitment to attainment of basic education

competencies for all: Every community should mobilize all its social,

political, cultural and economic resources and capabilities to support

the universal attainment of basic education competencies in Filipino

and English.



Nine Urgent and Critical Tasks

1. Make every school continuously improve its performance.

2. Expand early childhood care and development coverage to yield more

EFA benefits.

3. Transform existing non-formal and informal learning options into a truly

viable alternative learning system yielding more EFA benefits;

4. Get all teachers to continuously improve their teaching practices.

5. Increase the cycle of schooling to reach 12 years of formal basic

education.

6. Continue enrichment of curriculum development in the context of pillars

of new functional literacy;

7. Provide adequate and stable public funding for country-wide attainment

of EFA goals;

8. Create network of community- based groups for local attainment of EFA

goals;

Monitor progress in effort towards attainment of EFA goals.

LARGER STAKES TO THE NATION

1. Language. Education for all should enable everyone to speak in the

vernacular, Filipino and English.

2. National Identity. Education should not only develop critical thinking, but

also enlarge horizons and inspire self reflection and hope in every

generation.

3. Social capital. Education for all builds social capital. It makes possible the

achievement of certain ends that would not otherwise be attainable in

absence.

4. Cultural practices. Cultural values can be a highly productive component

of social capital, allowing communities and the whole country to

efficiently restrain opportunism and resolve problems of collective action

such as individual refusal to serve the public good, etc.

5. Individual freedom. Education for all is really about assuring the capacity

to fully exercise freedom by all.

I. General Introduction



1. Filipinos have deep regard to for education. Education occupies a

central place in Philippine political, economic social and cultural life. It

has always been strongly viewed as a pillar of national development and

a primary avenue for social and economic mobility.

2. A clear evidence of the value placed on education is the proportion of

the national government budget going to the sector. The Department of

Education (DepEd), thecountry’s biggest bureaucracy 1 , is given the

highest budget allocation among government agencies each year as

required by the 1987 Philippine Constitution.2

3. The 1987 Constitution likewise guarantees the right to education of every

Filipino. It provided that, ―The State shall protect and promote the right of

all citizens to quality education at all levels and shall take appropriate

steps to make education accessible to all.‖

.

4. The right of every Filipino to quality basic education is further emphasized

in Republic Act 9155 or the Governance of Basic Education Act of 2001.

Along with Republic Act 6655 or the Free Secondary Education Act, these

laws reaffirm the policy of the State to protect and promote the rights of

all Filipinos by providing children free and compulsory education in the

elementary and high school level. This pertains to six years of free tuition

fees for children aged 6 to 11, and free four years of secondary schooling

for those aged 12 to 15.

5. Along with ―Education for All‖, the Philippines is also committed to pursue

eight timebound and specific targets under the Millennium Declaration

which it signed on September 2000. The Declaration, in general, aims to

reduce poverty by half in 2015 (22.65 percent proportion of the

population below poverty incidence and 12.15 percent below

subsistence incidence by 2015). With the adoption of the Declaration, the

Philippines likewise affirmed its commitment to the Millennium

Development Goals (MDG) geared towards reducing poverty, hunger,

diseases, illiteracy, environmental degradation and discrimination against

women. These goals have been mainstreamed in the country’s Medium

Term Philippine Development Plan (MTPDP) 2004-2010 including policies

and plans related to children, access to primary education and gender



equality. Specifically, Part IV of the MTPDP focused on ―Education and

Youth Opportunity.‖

6. However, despite the legal mechanisms, budget prioritization and

increased access, Philippine education has been dogged with issues.

Among the issues that needs to be resolved but have improved lately

include the high dropout rates, high number of repeaters, low passing

grades, lack of particular language skills, failure to adequately respond

and address the needs of people with special needs, overcrowded

classrooms and poor teacher performances. These problems in turn

resulted to a considerable number of illiterate Filipinos and out of school

youths and graduates who are not prepared for work.

A. Philippine Education Structure

7. The Philippine education system includes both formal and non-formal

education. The formal education is a sequential progression of academic

schooling at three levels: elementary (grade school), secondary (high

school) and tertiary (college and graduate levels). By structure, Philippine

education is categorized either as basic (preschool, elementary and high

school) or tertiary (college, graduate and technical/vocational).

8. Basic education pertains to optional preschool at age 3 to 5, then six

years of elementary schooling for aged 6 to 11, and four years of

secondary schooling for aged 12 to 15. Excluding early childhood care

and development (ECCD) or preschool, Philippine formal basic education

subsystem is one of the shortest in the Asia Pacific with just 10 years of

basic schooling compared with 11 to 12 years in other countries.

9. Basic education is being handled by the DepEd while college is under the

Commission on Higher Education (CHED) and vocational/technical and

non-degree training under the Technical Education and Skills

Development Authority(TESDA), which is under the Department of Labor

and Employment (DOLE). TESDA runs a variety of skills development

centers throughout the country. Although being overseen by CHED, local

colleges, however, are being operatedby local governments as indicated

in the local government code.

10. DepEd also handles the alternative learning system (ALS) for out-of-school

youths and adults through its Bureau of Alternative Learning System



(formerly Bureau of Non-formal Education). Islamic educational institutions

or Madaris (plural of Madrasah) are also under the jurisdiction of DepEd,

although most operate independently of each other and exist without

passing through the standardization process. Most madaris are privately-

owned and rely on the support of the local community or donors.

B. Overview on EFA

1. In 1990, there was a World Declaration on Education for All (EFA) in

Jomtiem, Thailand, which prescribed that Basic Learning Needs shall be

met for all by various means. As a response, the Philippines crafted and

implemented the 10-year EFA Philippine Plan of Action covering 1991-

2000.

The EFA plan articulated the country’s national goals, objectives, policies and

strategies, as well as the regional programs

for implementation for the first decade of the EFA movement. Under the 1991-

2000

Plan (EFA 1), the thrusts included:

™ Early Childhood Development

• Expansion of self-sustaining community-based ECCD

• Use of innovative approaches to parent education

• Promotion of preparatory education

• Accreditation of private pre-school programs and institutions

• Differentiated approaches for special categories of children

• Strengthening of health, nutrition and other allied services

• Socio-cultural adaptation of curriculum, materials and approaches

• Single agency to coordinate programs for ECCD

™ Universalization of Quality Primary Education

• Enhancing the holding power or student retention of schools

• Using alternative teaching-learning delivery modes

• Strengthening home-school partnership

• Emphasis on higher-level thinking skills

• Upgrading teacher competencies

™ Alternative Learning Systems



• Eradication of illiteracy in selected areas

• Promotion of continuing education and development

• Implementation of integrated programs

In 2000, the Philippines, as a reaffirmation of the vision set in the 1990 World

Declaration, committed itself to the following EFA 2015 Goals at the World

Education Forum in Dakar:

Goal 1: Expand and improve comprehensive early childhood care and

education, especially for the most vulnerable and disadvantaged children;

Goal 2: Ensure that by 2015, all children, particularly girls, children in difficult

circumstances and those belonging to ethnic minorities, have access to

complete free and compulsory primary education of good quality;

Goal 3: Ensure that the learning needs of all young people and adults are met

through equitable access to appropriate learning and life skills programs;

Goal 4: Achieve a 50 percent improvement in levels of adult literacy by 2105,

especially for women and equitable access to basic and continuing education

for all adults;

Goal 5: Eliminate gender disparities in primary and secondary education by

2015, with focus on ensuring girls full and equal access to and achievement in

basic education of good quality; and

Goal 6: Improve every aspect of the quality of education, and ensure their

excellence so that recognized and measurable learning outcomes are

achieved by all, especially in literacy, numeracy and essential life skills.

13. Based on the Dakar Framework for Action, the country came up with the

Philippine EFA 2015 National Action Plan entitled ―Functionally Literate Filipinos,

An Educated Nation.‖ Like what the MTPDP does to the economy, the current

EFA is the overarching framework for basic education. The EFA 2015 Plan

emphasizes the need to provide basic education for all and add a dimension to

what has been thus far almost exclusively school-based education. It points to

an ―urgent need to respond to the learning needs of youth and adults who are

either have never been to school, have dropped out, reverted to illiteracy, or



need basic or advanced skills to find jobs.‖ It suggests a ―viable alternative

learning system‖ to formal schooling that together with the schools can ensure

that ―minimum learning achievement will be a reality for all Filipinos.‖ Thus, the

EFA 2015 Plan emphasizes that educational opportunities are channels of

learning which can become effective conduits of values

orientation, consciousness and information useful and relevant to a wide range

of social goals.

14. Though the government officially approved the Philippine EFA 2015 Plan only

in 2006, it was already used by the DepEd as its overall planning and policy

framework as early as 2003 and was already integrated in the formulation and

updating of the MTPDP 2001-04 and 2005-2010. Instead of six target dimensions

as advanced by global EFA, the Philippines grouped them into four component

objectives when it considered the local situation, all geared towards the overall

goal of providing basic competencies to everyone to achieve functional

literacy by 2015. This will be done through four component objectives (as

against the six of global EFA), namely:

a. Universal coverage of out-of-school youth and adults in the provision of

learning needs;

b. Universal school participation and total elimination of drop-outs and

repetition in Grades 1 to 3;

c. Universal completion of full cycle of basic education schooling with

satisfactory achievement levels by all at every grade or year; and

d. Commitment by all Philippine communities to the attainment of basic

education competencies for all – Education for All by All.

15. To attain the above goals, nine urgent and critical tasks were formulated.

The six production tasks will hopefully yield the desired educational outcomes

while the three enabling tasks will be necessary to sustain effective

implementation of the production aspects. These tasks are enumerated below:

™

Production Tasks

a. Better Schools: Make every school continuously perform better;

b. Early Childhood Care and Development: Make expansion of coverage yield

more EFA benefits;



c. Alternative Learning System: Transform non-formal and informal

interventions into an alternative learning system yielding more EFA benefits;

d. Teachers: Promote practice of high quality teaching;

e. Longer Cycle: Adopt a 12-year program for formal basic education - Two

more years added, one each for elementary and high school, to the existing

10-year basic education schooling;

f. Accelerate articulation, enrichment and development of the basic education

curriculum in the context of the pillars of new functional literacy;Enabling Task

g. Funding: Provide adequate and stable public funding for country-wide

attainment of EFA goals. Adoption of funding framework for basic education

that combines the national and local government funding to support the most

cost-effective local efforts to attain quality outcomes in every locality across

the whole country;

h. Governance: Create a network of community-based groups for local

attainment of EFA goals. A knowledge-based movement which reach,

engage and organize persons in each locality to form a nationwide network of

multi-sectoral groups advocating and supporting attainment of EFA goals in

their respective localities; and

i. Monitor progress in efforts towards attainment of EFA goals. Of particular

importance is the development and implementation of indicators of ―quality

education‖.

2015 Principals' Test (NQESH 2015)

June 21, 2015 will be the schedule stated in the DepEd Memorandum No. 18 s.

of 2015

The following are eligible to take the test

1. One year as Head Teacher

2. 2 years as Master Teacher or Teacher in Charge

3. Five Years as T-III

Current Issues/Topics:

1. Senior High School

2. School Based Management

3. DepEd Rationalization Plan

4. RPMS



5. PBB (Performance-Based Bonus

Review the following: (Updated)

1. DECS Manual (very important to have a copy of this)

2. RA 9155 - "Governance of Basic Education Act of 2001"

3. RA 4670 - "Magna Carta for Public School Teachers"

4. EFA - Education for All

5. BESRA - Basic Education Sector Reform Agenda

6. EMIS/BEIS - Basic Education Information System

7. K to 12

8. Writing Correspondence

9. NCBTS-IPPD

10. Code of Ethics for Professional Teachers

11. Grammar and Vocabulary (Identifying Errors etc...)

12. Child Protection Policy

13. Anti Bullying

14. RA 7610 (Child Abuse Law)

15. DepEd Mission and Vision

16. 14. DepEd Orders (you may browse website of Deped)

* Test Practice in Reading Comprehension

I hope you will passed the NQESH Principals' Test 2015 on June 21, 2015

Sample of DepEd order that you may review

-Anti Bullying

- Deped Mission and Vision

Personal and Professional Attributes and Interpersonal Effectiveness

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