Teacher Induction Program: Department of Education

2018
TEACHER INDUCTION
PROGRAM
MODULE 1
DEPARTMENT OF EDUCATION
BEST | CARDNO
Contents
Module 1 ................................................................................................................................................. 1
I. Session 1: Mandate, Vision, Mission, Core Values (VMV), and Strategic Directions ...................... 2
A. Desired Learning Outcomes ........................................................................................................ 2
B. Objectives.................................................................................................................................... 2
C. Pre-Test ....................................................................................................................................... 3
D. Glossary of Terms........................................................................................................................ 4
E. Key Concepts ............................................................................................................................... 4
F. Activities and Assessment ........................................................................................................... 9
G. Reflection .................................................................................................................................. 13
H. Post-Test ................................................................................................................................... 14
II. Session 2: DepEd Organizational Structure and School Processes ............................................... 15
Desired Learning Outcomes ...................................................................................................... 15
Objectives.................................................................................................................................. 15
Pre-Test ..................................................................................................................................... 16
Glossary of Terms...................................................................................................................... 18
Key Concepts ............................................................................................................................. 19
Activities and Assessment ......................................................................................................... 24
Reflection .................................................................................................................................. 28
Post-Test ................................................................................................................................... 29
III. Session 3 Teaching as a Profession and as a Vocation.............................................................. 33
Desired Learning Outcome ....................................................................................................... 33
Objectives.................................................................................................................................. 33
Pre-Test ..................................................................................................................................... 34
Key Concepts ............................................................................................................................. 34
Reflection .................................................................................................................................. 38
Post-Test ................................................................................................................................... 39
IV. Session 4: Philippine Professional Standards for Teachers (PPST) ........................................... 40
Objectives.................................................................................................................................. 40
Pre-Test ..................................................................................................................................... 41
Key Concepts ............................................................................................................................. 43
Reflection .................................................................................................................................. 47
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Post-Test ................................................................................................................................... 49
V. Session 5: Career Path Within the Department of Education ...................................................... 50
Objectives.................................................................................................................................. 50
Pre-Test: .................................................................................................................................... 51
Key Concepts ............................................................................................................................. 53
Reflection .................................................................................................................................. 58
Post-Test ................................................................................................................................... 59
VI. Session 6: Magna Carta for Public School Teachers ................................................................. 60
Objectives.................................................................................................................................. 60
Pre-Test ..................................................................................................................................... 61
Key Concepts ............................................................................................................................. 62
Reflection .................................................................................................................................. 64
Post-Test ................................................................................................................................... 65
Appendix ................................................................................................................................... 66
VII. Session 7: Code of Ethics........................................................................................................... 73
Objectives.................................................................................................................................. 73
Pre-Test ..................................................................................................................................... 74
Key Concepts ............................................................................................................................. 75
Activities and Assessments ....................................................................................................... 76
Reflection .................................................................................................................................. 82
Post-Test ................................................................................................................................... 84
Appendix ................................................................................................................................... 85
VIII. Session 8: Results-based Performance Management System (RPMS) ..................................... 89
Desired Learning Outcomes ...................................................................................................... 89
Objectives.................................................................................................................................. 89
Key Concepts ............................................................................................................................. 93
Reflection .................................................................................................................................. 97
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XI. Session 9: Salaries, Wages, and Benefits of Teachers............................................................... 98
Objectives.................................................................................................................................. 98
Pre-Test ..................................................................................................................................... 99
Key Concepts and Vocabulary ................................................................................................. 101
Activities and Assessment ....................................................................................................... 106
Reflection ................................................................................................................................ 107
Post-Test ................................................................................................................................. 108
REFERENCES
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Module 1
Welcome to the Department of Education!
We are pleased to have you as a member of the family.
We invite you to take time to read through the Department of Education

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

desired learning outcomes.
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I. SESSION 1: MANDATE, VISION, MISSION, CORE VALUES (VMV),
AND STRATEGIC DIRECTIONS
A. Desired Learning Outcomes
Beginning Teacher Proficient Teacher
Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching
BTI 7.1.1 PTI 7.1.2

Apply a personal philosophy of
Articulate a personal philosophy of teaching that is learner-centered
teaching that is learner-centered
B. Objectives
a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic

directions and its learner-centered philosophy of education
b. Write one’s own philosophy of teaching that is aligned to DepEd’s learner-
centered philosophy
c. Use varied and appropriate teaching strategies to deploy one’s personal
teaching philosophy as aligned to DepEd’s learner-centered philosophy
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C. Pre-Test
You are given different courses of actions or situations. Tell whether each
statement is relating to:
a. DepEd’s Mandate
b. Vision
c. Mission
d. Core Value
e. Strategic Direction
Write the letter of your answer on the space provided before each number.
_____ 1. Teachers facilitate learning and constantly nurture every learner.
_____ 2. Abide by the rules of the school, community and country.
_____ 3. Make education accessible to all.
_____ 4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
_____ 5. Modernize educational management and governance.
_____ 6. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
_____ 7. Engage oneself in worthwhile spiritual activities.
_____ 8. Improve quality and relevance of education.
_____ 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
_____ 10. Supervise all elementary, secondary education institutions including
Alternative Learning System.

D. Glossary of Terms
Term Definition
DepEd’s Mandate obligation enforced by law
Vision an aspirational description of what an
organization would like to achieve or
accomplish. It is intended to serve as a clear
guide for choosing current and future courses
of action.
Mission a declaration of an organization’s core purpose
and focus that is normally unchanged over time.
Values are the principles the Department
adheres to in pushing the programs
into action.
Strategic Direction a course of action that leads to the

achievement of organizational goals.
E. Key Concepts
What is the DepED Mandate?
1. The DepEd Mandate
2. “The State shall protect and promote the right of all citizens to quality
education at all levels, and shall take appropriate steps to make such
education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)
4. The Department of Education (DepEd) formulates, implements, and

coordinates policies, plans, programs and projects in the areas of formal and
non-formal basic education. It supervises all elementary and secondary
education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a
complete, adequate, and integrated system of basic education relevant to the
goals of national development.

What is the DepEd Vision, Mission, and Core Values (VMV)?
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer
– what we fervently hope for and what we diligently work towards.
By envisioning, we begin to fulfill our mandate and responsibilities as a teacher

and do our duty as Filipinos.
We want to develop learners who are true citizens and patriots, who have a
strong desire to serve their country and work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary
and desirable to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve

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

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

and promote the rights of all citizens to quality education at all levels, and shall
take appropriate steps to make such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our
most important stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its

stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better,
both as individuals and as an organization.
What is the DepED Mission

Core Values

DepEd’s Strategic Directions
1. The Strategic Plan of the Department of Education (DepEd)1 provides that by

2022, we will have a nation-loving and competent lifelong learners able to
respond to challenges and opportunities through quality, accessible, relevant
and liberating K to 12 Program delivered by a modern, professional, pro-
active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:
 Expand Access to Basic Education
 Improve Quality and Relevance
 Modernize Education Management & Governance
1
Source: DepEd Strategic Plan/Direction (2017-2022)

F. Activities and Assessment
1. In what specific ways can you contribute to the attainment of the

DepED mandate in the following areas?
Implementation of policies, plans, programs and projects in:
Formal Basic Education:

__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
Alternative Learning System:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________
2. What can you do as a beginning teacher to:
promote quality education?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
make education accessible to all?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Answer the following questions based on the readings above:
As a teacher, how do you encourage your students:
to discover their full potential that may contribute for the betterment of the
socciety?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
to apply the competencies prescribed in the curriculum?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
to reflect and evaluate their home- and culture-based values?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
Which among your specific roles/functions as a teacher can signify your

responsibility among your students and people in the community?

__________________________________________________________________________________
__________________________________________________
What plans do you have as a teacher to achieve the learner-centered philosophy?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
What can you do to better serve the learners in relation to learner-centered

philosophy?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
How can you foster partnership and extend linkages to your stakeholders?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
4. Students learn in a child-friendly, gender sensitive, safe, and motivating

environment.
What can you contribute to ensure a child-friendly, gender-sensitive, safe, and

motivating environment?
__________________________________________________________________________________
__________________________________________________
__________________________________________________________________
How do you address the uniqueness of each learner?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
How do you ensure an enabling and supportive environment for effective learning to
happen?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
What are some ways to develop lifelong-learners?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________
5. My Philosophy in Teaching
State briefly your philosophy in teaching which spells your vision in entering the
teaching profession towards effective, learner-centered and meaningful teaching
experience. It must be something you believe that will drive you to success and to
being a meaningful agent of change to students and your community.
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___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
6. Vision Sharing (write your vision and share your thoughts about it to your
co-teacher)
VISION Sharing
Make a vision board based on the following question:
How do you see your learners 10 years from now?
______________________________________
______________________________________
______________________________________
7. What strategies do you intend to apply a learner-centered philosophy to

ensure the attainment of your vision?
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________

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8. Concept Mapping. Using the terms written inside the box, label the
following schema appropriately in order to come up with a Concept Map
showcasing the DepEd Operational Priorities.
Strategic Directions
Mission
Learners
Vision
Mandate
Core Values
9. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic

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

teaching with DepED vision
10. Vision Attainment
Vision Statement
Cite Strategies on
How to successfully

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attain your desired
Vision
How is it relevant to
the DepEd Mandate,
VMV, and Strategic
Directions?
G. Reflection
After going through this lesson, (DepEd Mandate, Vision, Mission, Core Values, and
Strategic Directions), answer in your journal the following questions:
1. In what concrete ways has this session helped you become a more agentive
teacher in promoting “learner-centered” teaching?
2. How has this session helped you clarify your vision and motive in serving
your learners better and in promoting a learner-centered environment for
them?
3. What is the impact of the Department Mandate, VMV and Strategic

Directions in your vocation as a teacher? How can your understanding of
DepEd’s Mandate and VMV provide impact to your work as a teacher?
4. What are your personal beliefs and values that are aligned with the DepEd’s
VMV?
5. How can you contribute to improve quality and relevance in education?

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

 DepEd’s Mandate
 Vision
 Mission
 Core Value
 Strategic Direction
Write the letter on the space provided before each number.
_____ 1. Engage oneself in worthwhile spiritual activities.

_____ 2. DepEd, a learner-centered institution, continuously improves itself to
better serve its stakeholders.
_____ 3. Modernize educational management and governance.
_____ 4. DepEd formulates, implements, and coordinates policies, plans, programs,
and projects.
_____ 5. Teachers facilitate learning and constantly nurture every learner.
_____ 6. Supervises all elementary, secondary education institutions including
Alternative Learning System.
_____ 7. Make education accessible to all.
_____ 8. Abides by the rules of the school, community and country.
_____ 9. Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
_____ 10. Improve quality and relevance of education.

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

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

Know and understand school policies Comply with and implement school
and procedures to foster harmonious policies and procedures consistently to
relationship with the wider school foster harmonious relationships with
community. learners, parents, and other
stakeholders.
Objectives
a. Know and understand the DepEd organizational structure;
b. Describe the different school systems and processes and their support to
school policies and procedures to foster harmonious relationship with the
wider school community;
c. Show proofs of compliance to school policies and procedures intended to

foster harmonious relationship with learners, parents, and other
stakeholders.

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Pre-Test
Each box at the left column contains positions at the central, regional, and schools
division offices of DepEd. Arrange the positions from highest to lowest based on
your knowledge. Write your answers on space provided.
Central Office
Assistant
Secretary,
Bureau
Director,
Secretary,
Undersecretary
,Chief
Education
Supervisor
Regional Office
Chief,
Regional
Director, Legal
Officer IV,
Administrative
Officer V,
Assistant
Regional
Director,
Education
Program
Supervisor,
Supervising
Administrative
Officer,
Accountant III

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Schools Division Office
Administrative
Officer V, Legal
Officer IV, Schools
Division
Superintendent,
Chief Education
Supervisor,
Education Program
Supervisor,
District
Supervisor,
Assistant Schools
Division
Superintendent,
Senior Education
Program Specialist

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

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

education in one school site and has
unified instructional programs and
under one school head.
Learning Center A physical space to house learning
resources and facilities of a learning
program for out-of-school youth and
adults. It is a venue for face-to-face
learning activities and other learning
opportunities for community
development and improvement of the
people’s quality of life
Key Concepts
What is Republic Act 9155?
Republic Act 9155, or “The Governance of Basic Education Act of 2001,” is “An act
instituting a framework of governance for basic education, establishing authority
and accountability, renaming the Department of Education, Culture and Sports as
the Department of Education, and For Other Purposes.”
Governance of basic education begins at the national level. It is at the regions,

divisions, schools, and learning centers—also known as field offices—where the
policies and principles for the governance of basic education are translated into
programs, projects, and services developed, adapted, and offered to fit local needs.
What are the purposes and objectives of this Act?
The purposes and objectives of this Act are:

 To provide the framework for the governance of basic education which shall
set the general directions for educational policies and standards and
establish authority, accountability, and responsibility for achieving higher
learning outcomes;
 To define roles and responsibilities of, and provide resources to, the field
offices which shall implement educational programs, projects, and services
in communities they serve;
 To make schools and learning centers the most important vehicle for the
teaching and learning of national values and for developing in the Filipino
learners love of country and pride in its rich heritage;
 To ensure that schools and learning centers receive the kind of focused
attention they deserve and that educational programs, projects, and services
take into account the interests of all members of the community;
 To enable the schools and learning centers to reflect the values of the
community by allowing teachers/learning facilitators and other staff to have
the flexibility to serve the needs of the learners;
 To encourage local initiatives for the improvement of schools and learning
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centers and to provide the means by which these improvements may be
achieved and sustained; and
 To establish schools and learning centers as facilities where schoolchildren
are able to learn a range of core competencies prescribed for elementary and
high school education programs or where the out-of-school youth and adult
learners are provided alternative learning programs and receive accreditation
for at least the equivalent of a high school education.
What is the DepEd Rationalization Program?
DepEd was restructured to a function-based structure with the necessary staffing

requirement through its Rationalization Plan, which was approved by the
Department of Budget and Management (DBM) on November 15, 2013 under
Executive Order No. 366 (EO 366, s. 2004). The EO seeks to fulfil the purposes of
focusing government efforts and resources on its vital/core service; improve the
quality and efficiency of government services delivery by eliminating/minimizing
overlaps and duplication, and improve agency performance through the
rationalization of service delivery and support; and providing options and incentives
for government employees who may be affected by the rationalization of the
functions and agencies of the executive branch.
The goals are as follows:

a. Have a more efficient and effective central office that focuses on policy-
making, standards-setting and overall leadership of the department;
b. Have a reengineered regional office that focuses on localization of policies,
quality assurance and on being the technical support hub of its divisions;
and
c. Have a reengineered division office that focuses on field leadership and
supervision to better support our schools in delivering our education services
to the learners.
This reform area is one of the key steps undertaken by the Department toward K to
12 Basic Education Program implementation.

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Organizational Structure of the Central Office
Figure 1
Central Office
 Sets overall education agenda, directions, and policies
 Formulates systems and standards for national adoption
 Performs investment programming
 Articulates national frameworks to guide the organization in the performance
of its core functions and the provision of support
 Oversees quality assurance and performance accountability
 Builds partnerships with NGAs and nongovernment organizations (NGOs)

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Organizational Structure of the Regional Office
Figure 2
Regional Office
 Sets regional agenda, directions, and policies
 Localizes curriculum
 Adapts to or adopts standards
 Manages quality assurance
 Provides technical assistance to divisions
 Manages program investment and equitable allocation of resources
 Establishes and manages partnerships
The reengineered regional office works with the local government units and
educational stakeholders to develop a policy framework that reflects the needs,
opportunities, and aspirations of the regional community.
It provides overall field leadership to schools divisions by setting regional policy

directions, standards, and strategies consistent with the national framework for the
development and management of programs and projects relevant to the
sociocultural context of the region.
Thus, it is responsible and accountable for building a community of schools

divisions and their continuous development in order to create a collective effort
to achieve the region’s goals.

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Organizational Structure of the Schools Division Office
Figure 3

 Implements education agenda and policies
 Manages curriculum implementation
 Provides instructional supervision
 Builds communities of schools and learning centers
 Gives technical assistance to schools/learning centers
 Executes equitable distribution of resources
 Establishes and manages partnerships
As frontline office of the department for the management of basic education

delivery, the Schools Division Office (SDO) supervises schools and learning centers,
which are the direct implementers of educational programs for learner
development.
This is carried out through a strategic division education plan that considers the
needs and concerns of the division, districts, schools, and learning centers and
aligned with the regional education development plans.

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Organizational Structure and Staffing Pattern of Small Stand-alone
Senior High School, Overall Organizational Structure
A Senior High School (SHS) is headed by a school head. Subject Group Heads
(SGH) supervise teachers who teach a specific senior high school subject. The
number of SGHs depends on the number of subject groups taught in school. These
positions are designated by the school head to teaching staff. Nurses and guidance
counselors may be deployed at a school as deemed necessary.
A junior high school is headed by a school head. Department heads (DH) supervise
teachers in a specific subject area. DH are Master Teachers or Head Teachers and
are usually designated by the School Head.
An elementary school is headed by a School Head. The School Head selects the
grade- level coordinators to lead teachers in a specific grade level.
School/Learning Centers
 Takes accountability for learner outcomes
 Implements the curriculum
 Provides equitable opportunities for all learners in the community
 Creates an environment conducive to teaching and learning
 Leads and manages the school and its resources
 Establishes and manages linkages with stakeholders
Activities and Assessment
Activity 1. The statements below are powers, duties, and functions of the National
(N) Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the appropriate box

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on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
Formulating educational policies
Promoting awareness of and adherence by all schools
and learning center to accreditation standards
prescribed by the Secretary of Education
Promulgating educational standards
Offering educational programs, projects, and services
which provide equitable opportunities for all learners in
the community
Supervising the operations of all public and private
elementary, secondary and integrated schools, and
learning centers.
Undertaking educational research and studies
Approving the establishment of public and private
elementary and high schools and learning centers
Curricula Supervision
Introducing new and innovative modes of instruction to
achieve higher learning outcomes
Monitoring the utilization of funds provided by the
national government and the local government units to
the schools and learning centers.
Activity 2. Answer the following questions.

1. What key provisions of Republic Act 9155, The Governance of Basic
Education Act of 2011should a newly hired teacher be familiar with?
2. Why do think that RA 9155 states that, “The school shall be the heart of the
formal education system?” Cite specific conditions.
3. Identify the best practices in your school that adhere to the existing laws and
regulations stated on RA 9155. Make a checklist and share it with your
colleagues.
Activity 3. Choose from the two options below.
1. Option A: Share your insight to your mentor or to your School Head.
2. Option B: Look for at least three (3) similar newly-hired teacher in your
school, cluster, or district who will serve as your partner, share your insights
and compare your answer to their answers.
Activity 4. Discuss which office or person can help you, and the process that
must be followed to resolve an issue or concern in the situations given below:
Situation 1: You are asked to submit your Performance Commitment and Review
Form.
Office/People to Contact Process to be followed

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Situation 2: You are assigned as a school paper adviser aside from your regular
teaching load. You want to ask more about your task and how it will affect your
assignment.
Situation 3: You are assigned as the class adviser. You want to know your students’
profile and find out how some of their personal problems affect their studies.
Situation 4: You would like to find a good exposure trip or immersion for your SHS
students.
Situation 5: Your students have failing grades. You want to provide proper
academic guidance.
Situation 6: You would like to know your salary, deductions and benefits.
Situation 7: You are a science teacher and your laboratory equipment are
inadequate or need repair.
Situation 8: A parent would like to sue you because her son was running for honors

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and got a failing grade in your subject.
Situation 9: You would like to organize a new interest club and get support from
various stakeholders.
Situation 10: There is a typhoon but there is no announcement if classes will be

suspended.
Activity 5. Answer the following:
1. What processes were identified to be employed?
2. Are there processes not identified but should be followed? What are these, if
any?
3. Who are the personnel and other individuals or groups identified to be

involved in this case?
4. Are there other people who should be included in addressing the situation? If
so, who else? Why?
Activity 6. Reflect on the empowerment given to your school head as

stipulated on RA 9155.
1. Observe how your school head adopts shared governance. Provide evidence
showing her effective management of the school as an instructional leader
and administrative manager.
2. Look for an experienced teacher in your school whom you think is trusted.
Share your observations about how you perceive your school head adopt
shared governance and effectively manage the school as an instructional
leader and administrative manager. Ask that teacher if you have the same
observations.
Activity 7. Make a plan of action out of the following situations.

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1. The schools division superintendent shall have authority, accountability, and
responsibility to ensure compliance of quality standards for basic education
programs. Write a commitment on how you will help its realization.
2. As a newly hired teacher, how will you help your school head and the school
in general to establish a strong partnership and linkages to its community?
Reflection
Journal Writing. Share your thoughts on the following:
1. What is the importance of knowing the DepEd organization structure and

school processes in the performance of your duties as a teacher?
2. Why should a teacher know who to approach in addressing concerns related

to his or her duties?

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Post-Test
1. Each box at the left column contains positions at the central, regional, and
schools division offices of DepEd. Arrange the positions from highest to
lowest based on your knowledge. Write your answers on space provided.
Central Office
Assistant
Secretary,
Bureau
Director,
Secretary,
Undersecretary
,Chief
Education
Supervisor
Regional Office
Chief,
Regional
Director, Legal
Officer IV,
Administrative
Officer V,
Assistant
Regional
Director,
Education
Program
Supervisor,
Supervising
Administrative
Officer,
Accountant III

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Administrative
Officer V, Legal
Officer IV, Schools
Division
Superintendent,
Chief Education
Supervisor,
Education Program
Supervisor,
District
Supervisor,
Assistant Schools
Division
Superintendent,
Senior Education
Program Specialist
2. Match Column A with Column B. Write the letter of the correct answer on
the blank before each number.
Column A Column B
______ 1. It is a lifelong process of a. Alternative Learning

learning. System
______ 2. Any organized, systematic
b. Basic Education
educational activity to provide selected
types of learning.
______ 3. It encompasses early childhood, c. Formal Education

elementary, high school education, out-
of-school youth and adult learners and
for those with special needs. d. Informal Education
______ 4. An educational institution
undertaking the educational operation.
e. Learner
______ 5. It is the systematic and
deliberate process of hierarchically
structured and sequential learning. f. Learning Center

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______ 6. Any individual seeking basic
literacy skills and functional life skills.
g. Non-Formal Education
______ 7. A venue for face-to-face learning
activities for the improvement of people’s
quality of life. h. Quality Education
______ 8. A key-learning support who is
responsible for supervising and
facilitating the learning process and i. School
activities.
______ 9. It is the appropriateness, j. Integrated School

relevance, and excellence of education
given to meet the needs and aspirations of
individuals and society.
k. Learning Facilitator
______10. It encompasses both the non-
formal and formal sources of knowledge
and skills. l. School Head
3. The statements below are powers, duties, and functions of the National (N)
Level, Regional (R) Level, Division (D) Level, Schools District (SD) Level and
School (S) Level. Read them carefully and put a check mark on the
appropriate box on who is responsible for exercising such.
Levels
Powers, Duties, and Functions
N R D SD S
1. Formulating educational policies
2. Promoting awareness of and adherence by

all schools and learning center to
accreditation standards prescribed by the
Secretary of Education
3. Promulgating educational standards
4. Offering educational programs, projects, and

services which provide equitable
opportunities for all learners in the
community
5. Supervising the operations of all public and

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

studies

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

instruction to achieve higher learning
outcomes
10. Monitoring the utilization of funds provided

by the national government and the local
government units to the schools and
learning centers.

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III. SESSION 3 TEACHING AS A PROFESSION AND AS A VOCATION
Desired Learning Outcome
Domain 7: Personal Growth and Professional Development

Strand: Philosophy of Teaching
BTI 7.2.1 PTI 7.2.2

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

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

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Pre-Test
Read the paragraph below then choose three phrases that best describe your
own philosophy in the teaching profession. Justify your answer.
1. Teaching is a noble profession as well as a vocation that calls to the heart of

an individual. The teacher plays a vital role in the lives of the learners, hence
they are called heroes of the new generations. They touch lives and influence
others—making a big difference to the lives of the learners. Teachers should
take pride in upholding the qualities of being a professional and to live
according to the expectations of teaching as a profession and as a vocation.
a. Phrase 1:
b. Justification
c. Phrase 2:
d. Justification
e. Phrase 3:
f. Justification
Key Concepts
1. A profession is an occupation that involves specialized training and formal

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

b. Must be a member of the Philippine Public School Teachers’ Association
(PPSTA), then known as National Organization of Professional Teachers
(NOPT) and earlier known as the Philippine Association for Teacher
Education (PAFTE).
c. Must continuously grow in the profession by attending or participating in
professional development activities like seminars, workshops, conferences
and other activities for the enhancement of skills and knowledge. Today, this
requirement is mandated by Republic Act no. 10912, an Act Mandating the
Continuing Professional Development Program for All Regulated Professions,
creating the Continuing Professional Development Council. You can also
read Resolution No. 11, Series of 2017 which contains the Operational
Guidelines in the Implementation of RA 10912. Please read RA No. 10912
and Resolution No. 11, Series of 2017 in the Appendices.
d. Must abide by the code of ethics for the profession.
2. Why is Teaching a Vocation?2

A vocation is a calling to and from the heart of an individual. A profession can be a
vocation as well but can also be a choice made from different criteria. A vocation
cannot be denied; it burns in the heart and soul of a person and cannot be
quenched until it is answered, whereas a profession can be chosen based on family
demands, income, status, or location. A teacher who practices teaching as his or
her vocation responds to the strong feeling, or calling for service just like the
2
Maynard 2015
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historic biblical figures.
According to Butisingh (2007) teaching is more than a noble profession. The

teacher is the most important person in any civilization, as on him depends the
molding of the nation. There are not many born teachers but there are those who
love teaching and there are those who enter it as an occupation.
It is rare to meet a teacher who does not explain that she or he wanted to be a
teacher to help children, or to change the world through teaching children, or to
give back what was received from a teacher, to be a hero to others as teachers were
heroes to them. Perhaps this heightened sense of vocation is because, in our
culture, additional rewards for teaching are difficult to find. The rewards are not
income and status as it is in some other vocations, or as teaching is in other
cultures.
3. What are the Qualities of a Professional Teacher?

A professional teacher must have a deep understanding of the theoretical
knowledge about learning and human behavior.
“The best indicator of successful teaching is learning. Learning is a
human behavior. Theoretical knowledge about learning and human
behavior is a strong foundation that should serve to guide your actions as
a teacher. Newly hired teachers like you often find it difficult to
internalize, translate and apply theoretical knowledge you learned in
college to the solution of practical problems. You should use your
knowledge of teaching and learning theories to interpret situations and
solve problems that you meet in the classroom events. Your dilemma as a
new professional teacher is not that the theories you have learned are
not workable but that they are difficult to interpret in order to solve
practical problems.”
A professional teacher demonstrates attitudes that foster learning and genuine

human relationship.
“Attitudes have a direct effect on the professional teachers’ behavior. The
major categories of attitudes that affect teacher behavior are (a) teacher’s
attitudes toward himself/herself; (b) teacher’s attitudes toward children;
(c) teacher’s attitudes toward peers, superiors, and parents; and (d)
teacher’s attitudes toward the subject.”
Your attitude toward yourself
If you are to understand and sympathize with your students’ feelings, you must
recognize and understand your own feelings first. Lessons in psychology tell us that
persons who deny or cannot cope with their own emotions are likely to be incapable
of respecting and coping with the feelings of others. A positive attitude toward
yourself will help you make a good start.
Your attitude toward children
If you have empathy for your students and value them as unique individuals, they
will respond to you positively. Research on teachers’ expectations (Rosenthal and
Jacobson 1992) showed that when teachers hold low expectations of their students,
it becomes a self-fulfilling prophecy. Students tend to conform to the teachers’ low
expectations. On the other hand, when teachers hold high expectations and
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communicate these high expectations, students will often act in ways to live up to
these expectations. The teachers’ attitude toward students is a powerful influence
on whether or not students learn.
Your attitude toward peers, superiors, and parents
A teacher does not exist in isolated classrooms. The concept of the classroom is no
longer confined within the four walls of the building. It is a vast environment where
learning can take place. Your co-teachers in the school organization are part of the
learning environment. The parents who are the important stakeholders in their
children’s education are individuals you have to relate to. A harmonious relation
with your peers and the parents will make your work more enjoyable and
rewarding. Likewise, an appropriate regard of your superior would make you a
better professional.
Your attitude toward the subject matter
A teachers’ attitude is caught by the students. If you show enthusiasm, interest,

and excitement in your teaching, then the students will be motivated to learn. But
if you show an “I don’t care attitude” then the same feeling will be demonstrated by
the students. A positive attitude is necessary in teaching. You have to be passionate
about what to teach in order to become an efficient and effective teacher.
A professional teacher must have a mastery of the subject matter.

“A professional teacher must have a good command of subject matter. This
means mastery of the subject matter content and the judicious selection of
the learning resources to be used to teach the subject matter. Curricular
content must be appropriate to the objectives and the educational level of the
learners. It is, therefore, necessary that the professional teacher must have a
thorough understanding of the school curriculum, its content, learning
experiences and the evaluation of the learning outcomes.”
“As a professional teacher, you must be able to choose the appropriate

teaching methodology or pedagogy for your subject matter. Professional
teachers should be able to translate the content knowledge into forms and
levels that meet the abilities and needs of the learners. You should be a
teacher who gives clear and pertinent examples, makes analogies,
demonstrations and explanations that transform the subject matter into bits
of knowledge that your students can understand. Jerome Bruner believes
that there is no subject matter which is difficult to learn. It is the method
that the teacher uses that makes the subject matter easy or difficult to
learn.”
A professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Aside from the mastery of the subject matter, a professional teacher must
possess a repertoire of teaching skills. The different learning styles of students
will require the use of appropriate teaching styles. Professional teachers must
have developed teaching skills which will foster student learning. The
recognition of multiple intelligences by Howard Gardner challenges the
creativity and multiple talents of teachers in order to match those of the
students. Professional teachers should apply knowledge they have acquired to
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the practice in the classrooms. They have to consider the particular context or
situations in their classrooms and adapt their teaching behavior accordingly.”
Professional teacher must possess competencies in the use of teaching skills that
facilitate student learning.
“Professional teachers have their own beliefs, insights, and habits that will
enable them to do their job well. In recent years, educational researchers
have noted the usefulness of personal practical knowledge in solving
problems, resolving tensions and simplifying work in the classroom. Cases
have shown that teachers’ personal knowledge adds important dimension to
the teachers’ competence.”
Activities and Assessment
Activity 1. Answer the following:
1. What is a profession?
2. Is teaching a profession? Why?
3. What are the requisites by the PRC one should satisfy before he/she
becomes a professional?
4. What are the qualities of a professional teacher?
5. What is a vocation?
6. How is vocation different from profession?
7. When can teaching be a vocation?
8. What are the characteristics of a teacher who takes teaching as a vocation?
9. How can you make teaching both a profession and a vocation?
10. Write how you manifest the first quality of a professional teacher.
11. Write the attitude you have that foster learning and genuine human
relationship.
12. What attitude do you need to improve?
13. Write what you do to manifest mastery of subject matter? What do you need
to improve?
14. What are the effective teaching strategies that you use to facilitate student
learning? Write them down and share these to your partner.
15. What are some of your personal beliefs, insights, and habits that help you do
your work well?

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Activity 2. Read and analyze the following situations then share your findings
to your peer.
1. Situation 1
Mr. Manalo divided his Araling Panlipunan class according to the abilities and
interests of his students. At the end of the lesson, the groups had the following
outputs: The first group composed a song, the second had a skit, and the third had
an artwork.
What professional quality did Mr. Manalo exhibit?
2. Situation 2
The school principal visited the Science class of Miss Bravo. The principal observed
that Miss Bravo was reading from the textbook and her notes while explaining the
lesson on ecosystem.
What could have been done by Miss Bravo to improve her teaching performance?
Activity 3. Let your pupils/students answer this survey form.
Put a check if your teacher manifests the following professional qualities.

Professional Qualities Yes No
Caring attitude
Treat others with respect
Integrity
Commitment towards work
Love of country
Honesty
Professionalism
Punctuality
Service-oriented
Competent
Reflection
As a newly hired teacher, I am already manifesting the following qualities
like__________________________________________________________________________________
_____________________________________________________________________. However, I
need to improve my qualities _____________________________________
____________________________________________________________________________.

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Post-Test
Resolve the issue.

Is teaching more of a vocation or more of a profession?

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2018

ii | P a g e Teacher Induction Program (Version 1.0)

iii | P a g e Teacher Induction Program (Version

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

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

As you go through the different sessions, consider the following as your

1|Page Teacher Induction Program

A. Desired Learning Outcomes

Beginning Teacher Proficient Teacher

Domain 7: Personal Growth and Professional Development

BTI 7.1.1 PTI 7.1.2

a. Demonstrate understanding of the DepEd’s Mandate, VMV, and strategic

2|Page Teacher Induction Program (Version 1.0)

3|Page Teacher Induction Program (Version 1.0)

Strategic Direction a course of action that leads to the

What is the DepED Mandate?

1. The DepEd Mandate

4. The Department of Education (DepEd) formulates, implements, and

4|Page Teacher Induction Program (Version 1.0)

What does the DepEd Vision mean?

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

By envisioning, we begin to fulfill our mandate and responsibilities as a teacher

We can do two things:

…and contribute meaningfully to building the nation…

Because as a learner-centered institution we want them to know how to improve

5|Page Teacher Induction Program (Version 1.0)

As stated in our mandate, the Department of Education (DepEd), “shall protect

…the Department of Education continuously improves itself……to better serve its

What is the DepED Mission

6|Page Teacher Induction Program (Version 1.0)

7|Page Teacher Induction Program (Version 1.0)

1. The Strategic Plan of the Department of Education (DepEd)1 provides that by

8|Page Teacher Induction Program (Version 1.0)

1. In what specific ways can you contribute to the attainment of the

Implementation of policies, plans, programs and projects in:

Formal Basic Education:

Alternative Learning System:

2. What can you do as a beginning teacher to:

promote quality education?

make education accessible to all?

3. Answer the following questions based on the readings above:

As a teacher, how do you encourage your students:

to apply the competencies prescribed in the curriculum?

to reflect and evaluate their home- and culture-based values?

Which among your specific roles/functions as a teacher can signify your

9|Page Teacher Induction Program (Version 1.0)

What plans do you have as a teacher to achieve the learner-centered philosophy?

What can you do to better serve the learners in relation to learner-centered

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

What can you contribute to ensure a child-friendly, gender-sensitive, safe, and

How do you address the uniqueness of each learner?

What are some ways to develop lifelong-learners?

Make a vision board based on the following question:

How do you see your learners 10 years from now?

7. What strategies do you intend to apply a learner-centered philosophy to

11 | P a g e Teacher Induction Program (Version

9. Realigning of Personal Vision to DepEd’s Mandate, VMV and Strategic

My personal vision in DepED Vision Re-aligned personal

10. Vision Attainment