School Leadership of Principals

SCHOOL LEADERSHIP OF PRINCIPALS

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

Q: What is the policy of empowering school heads?

a. It is the principle which recognizes that every unit in the education

bureaucracy has a particular role, task and responsibilities inherent in the

office and for which it is principally accountable for outcomes

b. It is the policy of empowering all school heads with instructional,

administrative and management authority, accountability and

responsibility over all personnel, physical and fiscal resources of the

school for a more effective and efficient delivery of quality basic

education.

c. The goal of basic education to provide them with the skills, knowledge

and goals they need to become caring, self-reliant, productive and

patriotic citizens.

d. It refers to those actions that you take or delegate to promote growth in

student learnings.

Answer: B

It is the policy of empowering all school heads with instructional, administrative

and management authority, accountability and responsibility over all

personnel, physical and fiscal resources of the school for a more effective and

efficient delivery of quality basic education.

Legal basis: RA. 9155

Q: The following are the characteristics of an effective Principal except for one?

a. problem-solving and decision making skills

b. social skills and professional knowledge

c. makes difficult and unpopular decisions

d. Leadership traits

Answer: C

The Leadership traits, problem-solving and decision making skills, social skills and

professional knowledge and competencies.



Q: What is school improvement planning?

1. It is a process where teachers, parents, students and community leaders

come together to analyze the status of their school.

2. It is a process by which members of the school-community conduct a

thorough evaluation of their school's educational programming in the

previous school year

3. develop a written school plan that establishes the starting point for

ongoing evaluation of efforts

4. It unifies or integrates independently organized school improvement

efforts from various areas of the total school program into a single focused

process.

a. 1 & 2 only

b. 1 & 3 only

c. 1,2,3 only

d. 1,2,3,4

Answer : D

School Improvement Planning is a process where teachers, parents, students

and community leaders come together to analyze the status of their school.

It is a process by which members of the school-community conduct a thorough

evaluation of their school's educational programming in the previous school

year and develop a written school plan that;

a. establishes the starting point for ongoing evaluation of efforts

b. unifies or integrates independently organized school improvement efforts

from various areas of the total school program into a single focused process.

Q: The school heads shall have authority, accountability and responsibility for

the following except for one?

a. Setting the mission, vision, goals and objectives of the school;

b. Creating an environment within the school that is disadvantage to

teaching and learning;



c. Implementing the school curriculum and being accountable for higher

learning outcomes;

d. Developing the school education program and school improvement plan;

Answer : B

Creating an environment within the school that is conducive to teaching and

learning

Q: School Based Management Fund may come from different sources except for

one?

a. PTCA, NGOs

b. Local Government Unit

c. Revolutionary tax

d. MOOE, etc.

Answer : C

Fund - School Based Management Fund coming from different sources such as

PTCA, LGU, DepEd MOOE, NGOs etc.

Q: We dream of Filipinos who passionately (1)____________ their country and

whose (2)_________________________ enable them to realize their full

(3)____________________________ meaningfully to building the nation.

We are a (4)_________________ public institution that is itself constantly learning

and building its capacity to pursue its (5)________________.

1.__________________

a. Love

b. Learner-centered

c. Competence and values

d. Potentials and contribute



2.__________________

a. Love

b. Learner-centered



3.__________________

a. Love

b. Learner-centered



4.____________________

a. Love

b. Learner-centered



5. ___________________

a. mission

b. Learner-centered



Answer :

1. A love

2. C competence and values

3. D potential and contribute

4. B learner-centered

5. A mission

Q: DEPED VISION

We dream of Filipinos who passionately love their country and whose

competencies and values enable them to realize their full potential and

contribute meaningfully to building the nation.

We are a learner-centered public institution that is itself constantly learning and

building its capacity to pursue its mission.



Q: DepED MISSION

To protect and promote the right of every Filipino to (1)________________,

culture-based and complete basic education where:

Students learn in a child-friendly, (2)_________________, safe and motivating

environment

Teachers (3)___________________ and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling

and (4)__________________ for effective learning to happen.

Family, community and other stakeholders are actively engaged and

share responsibility for developing (5)________________.

1. _______________________

a. quality, equitable

b. facilitate learning

c. supportive environment

d. life-long learners

2. _______________________

a. gender sensitive

b. facilitate learning

c. supportive environment

d. lifelong learner

3. _______________________

a. Facilitate learning

b. Quality, equitable

c. Supportive environment

d. Lifelong learners

4. _______________________

a. Supportive environment

b. Gender sensitive

c. Facilitate learning

d. Share responsibility

5. _______________________

a. Lifelong learners

b. Quality , equitable

c. Gender sensitive

d. Supportive environment



Answer :

1. A. quality, equitable

2. A. gender-sensitive

3. A. facilitate learning

4. A. supportive environment

5. A. life-long learners

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.

Q: The NCBTS-TSNA is expected to yield the following specific outputs level

except for one?

a. individual level

b. school level

c. cluster/district /division/region level

d. national level

Answer: D

individual level, school level and cluster/district /division/region level only

Q: This indicator measures the general level of participation of young children in

early childhood development programs. It indicates the capacity of the

education system to prepare young children for elementary education. The

system generates this indicator only up to the level of the legislative districts and

above.

a. Gross Enrolment Ratio in Early Childhood Development Programs



b. Percentage of Grade 1 Pupils with Early Childhood Development

Programs

c. Apparent/Gross Intake Rate

d. Gross Enrolment Ratio

Answer : A

This indicator measures the general level of participation of young children in

early childhood development programs. It indicates the capacity of the

education system to prepare young children for elementary education. The

system generates this indicator only up to the level of the legislative districts and

above.

Q: This Rate reflects the general level of access to primary education. It also

indicates the capacity of the education system to provide access to grade 1 for

the official school-entrance age population.



Programs



Answer : C

Apparent/Gross Intake Rate

It reflects the general level of access to primary education. It also indicates the

capacity of the education system to provide access to grade 1 for the official

school-entrance age population.

Q: This is used to show the general level of participation in primary education. It

is used in place of the Net Enrolment Ratio when data on enrolment by single

years of age is not available.





Programs



Answer : D

Gross Enrolment Ratio

The indicator is used to show the general level of participation in primary

education. It is used in place of the Net Enrolment Ratio when data on

enrolment by single years of age is not available. It can also be used together

with the Net Enrolment Ratio to measure the extent of over-aged and under-

aged enrolment. The system generates this indicator up to the level of the

legislative districts and above.

Q: This calculates the percentage of pupils/students who do not finish a

particular grade/year level.

a. Transition Rate

b. Simple Dropout Rate Programs



Answer : B

The Simple Dropout Rate calculates the percentage of pupils/students who do

not finish a particular grade/year level. It does not capture pupils/students who

finish a grade/year level but do not enroll in the next grade/year level the

following school year.

Q: The indicator assesses the extent by which pupils are able to move to the

next higher level of education (i.e. primary to intermediate and elementary to

secondary).

a. Transition Rate






Answer : A

Transition Rate

The indicator assesses the extent by which pupils are able to move to the next

higher level of education (i.e. primary to intermediate and elementary to

secondary). Care should be exercised in using this indicator at the level of the

Division, Municipal and Legislative Districts where migration can increase or

reduce the results of the indicator. It is not calculated at the school level for this

reason.

Q: This indicator measures the percentage of grade/year 1 entrants who

graduate in elementary/secondary education. It is available only up to the

division level and above.

a. Transition Rate


c. Completion Rate


Answer : C

Completion Rate

The Completion Rate measures the percentage of grade/year 1 entrants who

graduate in elementary/secondary education. It is available only up to the

division level and above. Data for grade/year 1 are based on the predecessor

of BEIS, the Unified Data Gathering System (UDGS), which did not have any

validation procedures and did not monitor the completeness of the data

submitted.

Q: This indicator determines the degree of pupils/students in a particular school

year who continue to be in school in the succeeding year. This indicator is also

vulnerable to migration and is not advisable to compute at the school level.

a. Retention Rate


c. Completion Rate




Answer : A

Retention Rate

The Retention Rate determines the degree of pupils/students in a particular

school year who continue to be in school in the succeeding year. This indicator

is also vulnerable to migration and is not advisable to compute at the school

level.

Q: It is the principal's task to develop an understanding and support of the

general public for the school's improvement. This is a way by which the

community is convinced that what is operating in the school is as good as the

programs operating elsewhere. How can this be realized?

A. Preparing a school improvement plan

B. Selling the school to the public

C. Identifying Existing Problems

D. Allowing the community to use the school's facilities

Answer: C

School Daily Operations

Q: it is an In Service Training Program for new employees/teachers to develop

pride, commitment and sense of belonging to the public service.

a. Induction program

b. Orientation Program

c. Career Orientation

d. GAD training program

Answer: A

Induction Program it is for new employees/teachers to develop pride,

commitment and sense of belonging to the public service. Induction program is

for NEW employee.

Q: It refers to activities and programs designed to inform the employee about

the thrust, operations and programs of a certain agency. It is also to inform the

employee of his responsibilities and benefits.






d. GAD training program

Answer : B

Orientation Program it refers to activities and programs designed to inform the

employee about the thrust, operations and programs of a certain agency. It is

also to inform the employee of his responsibilities and benefits.

Q: It is a program designed to inform the employees about the new policies and

programs and their new duties and responsibilities.

Rewards based on Performance




d. Reorientation program

Answer: D

Reorientation Program a program designed to inform the employees about

the new policies and programs anf their new duties and responsibilities.

Rewards based on Performance

REWARDS BASED ON PERFORMANCE

President Benigno Aquino III introduced the PBB or Performance Based Bonus.

Some of the Honor Awards given by the Government and other

agencies/companies



1. Presidential or Lingkod Bayan Award conferred to an individual for

consistent dedicated performance showing the best in any of the profession or

occupation resulting in the successful implementation of the performance

which affects the national interest. It is in the form of gold medallion and plaque

containing the citation and signature of the President of the Republic of the

Philippines.

2. PAGASA Award or Civil Service Commission Award conferred to a group

or individuals or team who has shown outstanding teamwork and cooperation

in the delivery of public service. The plaque contained the citation and

signature of the Chairman of the Civil Service Commission.

3. KAPWA Award or Department Award it is given to an individual or group

of individual in recognition of their contribution that directly benefitted the single

department or agency of the government.

4. Dangal ng Bayan Award (Outstanding Public Official/Employee Award

it is granted to the official and employees in the government who have

demonstrated exemplary service and conduct in the basis of the Eight norms of

conduct and behaviour of a public official stated in the Republic Act. 6713.

Incentive Awards

1. Performance Incentive

2. Length of Service Incentive

3. Productivity Incentive

4. Most Courteous Employee Award

5. Retirement Award

6. Year End B onus/Thirteenth Month Bonus/Mid Year Bonus + Cash Gift

School Learning Management Program

Understanding the Management Process is the first step towards effective

management for school heads

PHASE 1: PLANNING

- Situation Analysis

- Goal Determination



- Setting of Targets and Objectives

- Formulation of Strategy and Policy

- Identification of Program and Projects

The School Improvement Plan (SIP) is a plan for three to five years

The Annual Implementation Plan (AIP) is a plan for one year

PHASE 2: Programming

- Formulation and prioritization of development programs to operationalize the

SIP and AIP

- Specify the implementation schedule, target clientele, location and funding

requirements and sources.

PHASE 3: Budgeting

- Financing of prioritized school programs

Sources of Funds

- Deped Budget

- SEF (Special Education fund) of the Local Government Unit

- 20% of the Social Development Fund from the barangay

- School Canteen Operations

- Other School income-generating projects

- Donations and contributions in cash or kind

- Financial Assistance from foreign countries.

PHASE 4: Implementation

The implementation and execution of the projects based on the SIP/AIP. It is also

the utilization of the resources and budget allocated for the program.

PHASE 5: Monitoring

The collection of data based on the targets set in the SIP/AIP and the school

actual performance.

PHASE 6: Evaluation

Involves Identification and measurement of the whole teaching and learning

output of the schools program and projects against its stated goals and targets.

PHASE 7: Reporting

Year-end reporting of the targets accomplished based on the AIP. It includes

the strength, weaknesses and achievement of the school.



OVERALL ADMINISTRATIVE MANAGEMENT

- Set mission, goals and Objective of the School

- Develop and Implement the Educational Program of the School

- Administer and manage the personnel, physical and fiscal resources of the

school.

SCHOOL LEADERSHIP

Mission-Vision

The RA 9155 otherwise known as the Basic Education Act of 2001 enumerates

the various functions of school head. One of these is the setting of mission,

vision, goals and objectives of the school.

In planning, there should be a clear statement of the vision and the mission.

Facilitating the School Improvement Plan:

There are seven milestones in the implementation of the School Based

Management through the SIP and AIP. These are

1. Plan SIP and AIP that was developed by the stakeholders

Stakeholders includes

Internal school head, teachers, PTCA, students

External LGU, community leaders, retirees, alumni

2. Fund - School Based Management Fund coming from different sources such

as PTCA, LGU, DepEd MOOE, NGOs etc..

3. Implementation of Plan full participation of stakeholders are encouraged.

4. Management of Fund

5. Monitor and Evaluate the Plan

6. Show The results based on Performance Indicator (Completion Rate,

Participation Rate, Drop-out Rate, Achievement Rate etc..)

6. Reporting to the Stakeholders



Republic Act No. 9293 April 21, 2004

AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTY-

EIGHT HUNDRED AND THIRTY-SIX (R. A. NO. 7836), OTHERWISE KNOWN AS THE

"PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994"

Be it enacted by the Senate and House of Representatives of the Philippines in

Congress assembled:

Section 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as

follows:

"Sec. 15. Qualification Requirements of Applicant. No applicant shall be

admitted to take the examination unless, on the date of filing of the application,

he shall have complied with the following requirements:

"(e) A graduate of a school college or university recognized by the government

and possesses the minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education

(BECED) or its equivalent;

(2) For teachers in the secondary grades, a bachelor's degree in elementary

education (BSEED) or its equivalent;

(3) For teachers in the secondary grades, a bachelor's degree in education or its

equivalent with a major and minor, or a bachelor degree in arts and sciences

with at least eighteen (18) units in professional education; and

(4) For teachers of vocational and two-year technical courses, a bachelors

degree in the field of specialization or its equivalent, with at least eighteen (18)

units in professional education,"

Section 2. Section 26 of the same Act is hereby amended to read as follows:

"Sec 26. Registration and Exception. - No person shall engage in teaching

and/or act as a professional teacher as defined in this Act. whether in the

preschool, elementary or secondary level, unless the person is a duly registered



professional teacher, and a holder of a valid certificate of registration and a

valid professional license or a holder of a valid special/temporary permit.

Upon approval of the application and payment of the prescribed fees, the

certificate of registration and professional license as a professional teacher shall

be issued without examination as acquired in this Act to a qualified applicant,

who is:

(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service

Commission and the Department of Education, Culture and Sports; or

(b) A registered professional teacher with the National Board for Teachers under

the Department of Education, Culture and Sports (DECS) pursuant to Presidential

Decree No. 1006.

Professional teachers who have not practiced their profession for the past five

(5) years shall take at least twelve (12) units of education courses, consisting of a

least six (6) units of pedagogy and six (6) units of context courses or the

equivalent training and number 1 hours to be chosen from a list of courses to be

provided by the Board and the Department of Education, before they can be

allowed to practice their profession in the country.

Those who have failed the licensure examination for professional teachers, with

a rating of not lower than five percentage points from the passing general

average rating, shall be eligible as para-teachers upon issuance by the Board of

a two-year special permit, renewable for a non-extendible period of two (2)

years The para-teachers shall be assigned to areas where there is a shortage or

absence of a professional teacher, as identified and provided by the

Department of Education and the Autonomous Region for Muslim Mindanao

(ARMM) education department to the Board for professional teachers and to

the Commission. The special permit shall indicate the area of assignment of the

para-teacher.

A special permit may also be issued by the Board to a person who has excelled

and gained international recognition and is a widely acknowledged expert in

his or her respective field of specialization."

Section 3. Section 31 of the same Act is hereby amended to read as follows:



"Sec. 31. Transitory Provision. Special permits, with a validity of three (3) and five

(5) years. issued to para-teachers by the Board for Professional Teachers before

the effectivity of this Act shall be allowed to expire based on the period granted

therein: Provided, That only special permits with a validity of three (3) years

maybe renewed upon expiration for a non-extendible period of two (2) years."

Section 4. References to the term "Department of Education, Culture and

Sports", in Section 4 (a) and Section 25, and the term "DECS" in Section 20, of the

same Act, are hereby amended to read as "Department of Education" DepEd",

respectively.

Section 5. Separability Clause. - If, for any reason, any section or provision of this

Act or the application of such section in provision to any person in circumstance

is declared unconstitutional or invalid, no other section or provision of this Act

shall be affected thereby.

Section 6. Repealing Clause. - All laws, decrees, circulars, administrative orders,

rules and regulations, and other issuances which are inconsistent with the

provisions of this Act am hereby repealed or modified accordingly.

Section 7. Effectivity. This Act shall take effect upon approval.



National Competency Based Teacher Standards (NCBTS)

The Paradigm (from Transmissional to Transactional) Shift of education in the

Philippines is the transfer of teaching concepts from the Traditional bookish and

direct learning approach Teaching into a 21st Century Teaching focused on

developing the learners HOTS (higher order thinking skills).

These HOTS is the demonstration of the learners critical thinking ability, and to go

beyond the four walls of the classroom by applying their learning into the 7

domains Identified by the Department of Education (DepEd).

In the traditional way of teaching, the learners are only developing the lower

part of the Domain of Learning, which are identified as LOTS (lower order

thinking skills). This is the memorization intensive class, where the learners are

forced to memorize a long list of items, in order to be able to answer in the

Objective Type quizzes and Exams.

Example: Using the LOTS, students would simply answer the question, Who is the

first astronaut?,and then a selection of a,b,c,d from which the students will

choose from. These is the Mechanical type of learning, where students would

simply do the same thing (memorize) and be able to answer the same type of

exam or questioning method in a heartbeat without even knowing the deeper

part of it or cant even explain the answer.

LOTS (lower order thinking skills) are:

Knowledge, Application, Comprehension

However, in the HOTS intensive teaching, the students would answer the types of

questions like, What are the contribution of the Space Program to our present

generation? or Compare and Contrast the knowledge and understanding of

humans before the space age and during the space age?

These types of questions, enables the learners to think critically and explain

his/her answer and to demonstrate actively in a manner that their

understanding will show the deep knowledge they have learned in the

classroom.



HOTS (higher order thinking skills) are:

Analysis, Synthesis, Evaluation

With all these in mind, the Department of Education realized (at last!) that a

Paradigm shift is needed in order to change the system from the traditional ways

into the so called 21st century globally standard teacher.

Education experts around the country, including my Mentor and Dean of the

College of Education, Dr. June P. Salana, worked tirelessly together with

numerous experts nationwide in order to identify the salient points or domains

needed in line with the vision of transforming the Filipino Teacher into a globally

competitive one.

Along with the Commission on Higher education (CHED), Teacher Education

Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of

Education (DepEd) and the Civil Service Commission (CSC) in partnership with

the different academic institution, the National Competency-Based Teacher

Standards (NCBTS) was born.

Hence, the Curriculum change is the product of many years of development,

this is not the idea of the DepEd Secretary or the thousands of teachers around

the country. As mentioned by Dr. Isagani Cruz in 2001, this is the People Power

Model of Curricular Change, this is the result of the Social Change that

happened to the country and the need for education to be the Main Effort in

bringing Competitiveness and innovativeness among the people in the 21st

century.

As Mentioned in the Curriculum Development book by Dr. June P. Salana and

Dr. Rolando A. Bernales, the curriculum development of today has shifted from

Learner-Artisan relationship into Employment-Oriented (knowledge based)

Curriculum.

The latest trend is to Empower the teachers, the front-liners in education, the

deliverers of knowledge,and facilitators of learning in the process of developing

a curriculum, that would reflect the Competencies, teachers and students alike

should possess and reflective of the Social Dimension of education. That learning



should not be limited to Fraction or Poem writing but rather adopting it to the

real life applications and experiences that the learner may or has experienced.

It is very important to note that this is not a Jesli Lapus, Pet project that may or

may not go with him after he lives the office, but a result of the societal change,

a reflection of what is happening in the society and adopting our curriculum

into the 21st century globally competent education.

The NCBTS Framework is divided in 7 Domains:

Social Regard for Learning (SRFL)

Learning Environment (LE)

Diversity of Learners (DOL)

Curriculum (Curr.)

Planning, Assessing Reporting (PAR)

Community Linkages (CL)

Personal Growth & Professional Development (PGPD)

According to the Framework This will allow teachers to self-assess their own

performance against the Competency Standards in order to identify areas of

strength as well as areas that need to be developed further in order for them to

function more effectively as facilitators of learning.

Domain 1. Social Regard for Learning (SRFL)

The SRFL domain focuses on the ideal that teachers serve as positive and

powerful role models of the value in the pursuit of different efforts to learn. The

teachers action, statements, and different types of social interactions with

students exemplify this ideal.

Domain 2. Learning Environment (LE)

This domain focuses on importance of providing a social, psychological and

physical environment within which all students, regardless of their individual

differences in learning, can engage in the different learning activities and work

towards attaining high standards of learning

Domain 3. Diversity of Learners (DOL)



The DOL domain emphasizes the ideal that teachers can facilitate the learning

process even with diverse learners, by recognizing and respecting individual

differences and by using knowledge about their differences to design diverse

sets of learning activities to ensure that all learners can attain the desired

learning goals.

Domain 4. Curriculum (Curr.)

The curriculum domain refers to all elements of the teaching-learning process

that work in convergence to help students understand the curricular goals and

objectives, and to attain high standards of learning defined in the curriculum.

These elements include the teachers knowledge of subject matter and the

learning process, teaching-learning approaches and activities, instructional

materials and learning resources.

Domain 5. Planning, Assessing & Reporting (PAR)

This domain refers to the alignment of assessment and planning activities. In

particular, the PAR focuses on the (1) use of assessment data to plan and revise

teaching-learning plans;

(2) integration of assessment procedures in the plan and implementation of

teaching-learning activities, and (3) reporting of the learners actual

achievement and behavior.

Domain 6. Community Linkages (CL)

The LC domain refers to the ideal that classroom activities are meaningfully

linked to the experiences and aspirations of the learners in their homes and

communities. Thus, this domain focuses on teachers efforts directed at

strengthening the links between schools and communities to help in the

attainment of the curricular goals.

Domain 7. Personal Growth & Professional Development (PGPD)

The PGPD domain emphasizes the ideal that teachers value having a high

personal regard for the teaching profession, concern for professional

development, and continuous improvement as teachers.



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 schools 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 learners 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 learners 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 learners deficiencies and in seeking parents

cooperation for the proper guidance and improvement of the learners.

Section 3. A teacher shall hear parents 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.

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...)

13. Child Protection Policy

14. Anti Bullying

15. RA 7610 (Child Abuse Law)

16. DepEd Mission and Vision

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

School Leadership of Principals

Documents

Transcript of School Leadership of Principals