PT2015
Direction: Read, understand and analyze the sentences carefully. Then write shade the letter of your answer on your answer sheet.
1. Mr. Y is the newly installed Principal of Lingap national High School. On his third week as school principal,"nfort#nately, the PTA President cae to his#naware office with a letter of petition towards a Master&hat Teacher in of !nglish. he was ca#ght of the e$isting pro%le of the school. eleent anageent crisis is shown' a. Threat c. "rgency %. S#rprise( d. )ecision *. Section 1+ of the ep#%lic Act -1 e%odies what' a. SchoolLeadership c.S#per/ision %. Manageent d. A#A( 0. Mr. is the newly appointed focal person in a priary school in the 2A. )#e to lack of f#nds to ake a rip3rap of the school preise, he ade colla%oration aong the internal and e$ternal stakeholders. &hat copetency is %eing shown %y Mr. ' a. Political2opetency( c.Leadership2opetency %. Architect#ral 2opetency d. Managerial 2opetency +. &hich of the following is 4OT #nder the sit#ational analysis of the School 5pro/eent Plan'
.
5. Perforance5ndicators 555.Pro%le5dentification 55. LinkageManageent 56.Physical7acilities a. 5 c. 555 %. 55( d. 56 Mr. A #sed the for#la, 8!nrolent in 9rade 65 8*:1*; < !nrolent in 9rade 5 8*::=; $ 1::>.
What is bein co!"uted by #r.
%$=.
B.
a. Prootionate c.2ohortS#r/i/alate( %. Participation ate d. etention ate The school of Mr. ? was gi/en a Y!LLO& 2OLO in the P#pil3Teacher atio. &hat does this ean' a. The school has *@1 p#pil3teacher ratio. %. The school has 0: 0+.--@1 p#pil3teacher ratio. c. The school has 0 0-.--@1 p#pil3teacher ratio.( d. The school has + +-. --@1 p#pil3teacher ratio.
&hich of the following is 4OT a key refor thr#st of ?!SA' 5. Schools 555. Social s#pport to learning 6.)ep!dCs instit#tional c#lt#re 55. Teachers 56.2opleentary5 nter/entions a. 5 and 55 c. 555, 56 and 6 %. All of the choices. d. 4one of the choices.( D. "nder ep#%lic Act =B10, what is %eing shown when EF Mr. M did not did not fa/or his nephew to %e hired or appointed to a certain positionF.' a. 2oitent to p#%lic interest. c. G#stness and sincerity( %. Professionalis d. Political ne#trality -. How any days do an eployee or a p#%l ic official respond to letters, re#estEetc. #pon the receipt thereof' a. *: days days c. %. 1 days( d. * days
PT2015 1:. 7or practicality and e$peditio#s processing of doc#ent, how any signatories #st contain therein' a. 1 * %. %. 0( d. + 11. One of the legal %ases of school3%ased anageent which ena%les co#nities to %e ore effecti/e partners in the attainent of the national goals. a. AB1=:( %.MTP)P*::+3*:1: %. A -1 d. Schools 7irst 5nitiati/e 1*. &hich of the following is T"! #nder the declaration policy of A -1' 5. The State protects and prootes the right of all citiIens to #ality %asic ed#cation. 55. Pro/iding 7ilipino children free and cop#lsory ed#cation in the eleentary le/el. 555. 7ree ed#cation in the high school le/el. 56. 5ncl#des the ALS for o#t3of3school yo#ths and ad#lt learners. a.5 and 55 only c. 55 and 56 only %. 55 and 555 only d. 5, 55, 555 and 56( 10. 5n what ep#%lic Act renaed the )!2S into )ep!d' a. A +=B: A c.=B0+ %. A -1( d. A -:+ 1+. Aong the ters #sed to define #ality ed#cation, which of the following does 4OT %elong to
the rou"% a. Standard( c.Appropriateness %. ele/ance d. !$cellence 1. &hich of the following is #sed in the selection of officials and eployees for appointent in the )ep!d' 5. Merit 555. 7itness 55. 2opetence 56. !#ality a. and 5 56only c.55and555only %. 5, 55 and 555 only d. 5, 55, 555 and 56( 1=. &hich of the following positions does 4OT re#ire 2!SO eligi%ility' a. AS)S( S)S c. %. ) d. A) 1B. 5n which of the following )ep!d Orders is known as the Merit Selection Plan of )ep!d' a. )ep!d Order 4o. *-, s. *::*( c. )ep!d Order 4o. *-, s. *::0 %. )ep!d Order 4o. 0-, s. *::* d. )ep!d Order 4o. 0-, s. *::0 1D. 5t contains the %asic reg#lations, instit#tions and inforation which g#ide )ep!d 2entral Office and the field personnel in carrying o#t the teacher in the departent. a. )!2SMan#al c.2i/ilSer/iceMan#al( %. )ep!d Man#al d. Plantilla 1-. Mr. J is the newly appointed Principal 5 of 9ilas !leentary School. All of the teachers, parents, PTA officers and e%ers praised hi for his systeatic application of an array of skills which pro/ided an orderly, efficient, and effecti/e school en/ironent. &hich of the following characteristics of Mr. J was %eing descri%ed' a. ManagerialAc#ity c.ManagerialS#periority %. Managerial Ac#en( d. Managerial !fficiency *:. &hat is %eing referred to when we say acc##lation or s# of all /al#es, c#lt#res, safety practices and organiIational str#ct#res' a. SchoolLeadership c.SchoolManageent %. School S#per/ision d. School 2liate( *1. "nder the school3%ased anageent syste, what is known as L!6!L 0 standards' a. !sta%lished and de/eloped str#ct#res and echaniss.
PT2015 %. 5ntrod#ced and s#stained contin#o#s ipro/eent process. c. !ns#red the prod#ction of intended o#tp#ts.( d. Sec#red and anaged o#tp#ts. **. 5t creates a safe, e#ita%le and a fle$i%le en/ironent %ased on the needs of the st#dents, teachers and the co#nity. a. School3?ased Manageent c. School 9o/erning 2o#ncil( %. Schools 7irst 5nitiati/e d. 5PP) *0. Teacher K is assigned in one of the far fl#ng schools of Mag#indanao. He is rendering ore than = ho#rs of act#al classroo teaching. ?y how any percent of ren#eration sho#ld %e paid %y the go/ernent' a. At least *> of his %asic pay.( 2. At least Php :::.:: onthly. %. Additional 1> of his %asic pay. d. 4one of the choices. *+. 5n Section 1= of A +=B: states thatEFthe progression fro the ini# to the a$i# of the salary scale shall not e$tend o/er a period of yearsF. a. 1 c. %. 1:( d. *: *. &hat is %eing referred to as a teacher3e%er of the PTA' a. Hoerooad/isers c. non3teaching personnel %. S#%ects teachers d. All of the choices( *=. G#ne 1 is the start of the school year. Mr. P, the Head Teacher 555 of Tali%aew !leentary School designate G#ne 1 as the election of the hoeroo PTA officers. 5n what date sho#ld the election of PTA ?oard of )irectors' a. G#ne 0:( c. G#ly 1 %. G#ly 1 d. G#ly 0: *B. 5s it possi%le that a PTA ?oard of )irector will ser/e for ore than * consec#ti/e ters' a. Yes May%e c. %. 4o( d. 2ase to case %asis *D. &ho can ass#e the position of the PTA ?oard of )irector President in case of e$p#lsion, resignation or death' a. The6ice3President c.TheTreas#rer %. The Secretary d. 4one of the choices( *-. The PTA as a school organiIation has its f#nctions and responsi%ilities attach therein. &hat is its role with regards to the schoolCs proc#reent acti/ities s#%ect to the pro/isions of A -1D+' a. Principalparticipant c.O%ser/er( %. 2o3participant d. Signatory 0:. Pa%ansang Mataas na Paaralan ng San 2arlos was coded orange %ased on its needs of teachers. &hat does this ean' a. 1st priority of the go/ernent to %e gi/en additional teacher ite
PT2015 55. 2reate coittees necessary to address the needs of the st#dents. 555. Spearhead ?rigada !skwela Progra in the school. 56. Participate in the crafting %. +:> %. :>( d. 0> 0. ?ased on )ep!d Order 4o. +0, s. *::*, the ad/isorship in the SS9 shall %e e#i/alent to how any teaching load' a. 1( 0 c. %. * d. + 0=. &hat is not T"! on the 9#idelines on the Preparation of )aily Lesson Plans as stip#lated in the )ep!d Order no. B:, s. *:1*' a. Teachers who ha/e %een in the ser/ice for ore than * years, pri/ate schools not incl#ded, shall not %e re#ired to prepare detailed lesson plans.( %. Teachers who ha/e %een in the ser/ice for ore than * years, pri/ate schools incl#ded, shall not %e re#ired to prepare detailed lesson plans.( c. Teachers with less than * years teaching e$perience shall %e re#ired to prepare )LPs which incl#de the o%ecti/es, s#%ect atter, proced#re, assessent and assignent. d. 4O4! of the choices. 0B. As an !ditor3in32hief of the school organ, how any points will %e awarded in the cop#tation of co3 c#rric#lar perforance' a. 1: =( c. %. d. D 0D. )a/idlee attended a 4ational Y!S3O 2ap, how any points will %e gi/en to hi as his credit on his co3c#rric#lar acti/ities' a. D =( c. %. + d. 1: 0-. 5n the e/al#ation and selection process of teacher applicants, the School Selection 2oittee shall %e coposed of the school head as the chair and as e%ers as stip#lated in )ep!d Order 4o. 1*, s. *:1*. a. +MasterTeachers( c.PTAPresident %. Officers of the School TeachersC 2l#% d. + 7ocal Persons +:. Teacher Applicant A registered ==.B points in the KA. &here can he find his 1> c. %. *>( d. 0:>
PT2015 +0. &hat is the priary consideration in the filling #p of /acancy in 9rade 6365 for eleentary schools' a. S#%ect area specialiIation( c. co#nication skills %. esidence of the #alified applicant d. 4one of the choices ++. 5n p#tting #p a cordon on a school %#ilding percei/ed to %e haIardo#s, what is the ini# distance fro the %#ilding line' a. 1 0 c. %. * d. +( +. Mr. M fo#nd o#t that the Hoe !conoics %#ilding is %eyond repair. He wanted to conden it in order to protect the school children fro any #ntoward incident. &hat for will he accoplish' a. 9eneral 7or1B38A;( c. 9eneral 7or1-38A; %. 9eneral 7or 1D38A; d. 9eneral 7or *:38A; +=. . 5t is the power /ested #pon one 81; person in an office in an office referred to in the 2i/il Ser/ice )ecree of the Philippines. a. )isciplining A#thority c. )isciplining Territory %. )isciplining G#risdiction( d. )isciplining Power +B. 5s a non3appointed co#rt g#ardian of an enrolled st#dent #alifies to %e a Hoeroo Officer of a PTA' a. Yes May%e c. %. 4o( d. 4one of the choices +D. 5s a non3appointed co#rt g#ardian of an enrolled st#dent #alifies to %e a e%er of a PTA' a. Yes( May%e c. %. 4o d. 4one of the choices +-. 5n the collection of the PTA contri%#tions, a parent who has three 80; children at school will pay three 80; ties of the contri%#tion' a. Yes,asaparente%er. c.Aand? %. 4o, as a per3parent e%er.( d. 4one of the choices :. &ho shall %e e%ers of the PTA' 5. An indi/id#al a#thoriIed %y the %iological parent
PT2015 d. Schools who are perforing way a%o/e the national ean perforance.( . &hat is known as the 1:> of the S?M 9rant 5nstallation and S#pport 7#nds distri%#ted aong the different le/els of departents' a. Progra S#pport 7#nd( %. MOO! c. Technical S#pport 7#nd d. )epartentCs e/ol/ing 7#nd =. Malaya 4ational High School has = and a%o/e p#pils per classroo. 5n the list of )ep!dCs priority in the constr#ction of classroo %#ildings, what is its color code' a. Yellow ?lack c. %. 9old d. ed( B. 5n preparing the final list of school %#ilding proects, what is 4OT incl#ded in the list of priorities' a. :> ?ased on S chool3Age Pop#lation c. 1:> eser/ed 7#nds %. +:> 2lassroo Shortage d. > e/ol/ing 7#nds( D. 5f the 1:> eser/ed 7#nds is Php 1:: :::.:: hypothetically, %y how #ch will %e allocated for School 7#rnit#re' a. Php=::::( c.Php*::: %. Php : ::: d. Php 1: ::: -. &hat is the con/entional classroo siIe in all p#%lic eleentary and secondary schools' a. D B $ D c. - $ %. B $ -( d. B $ D =:. &ho cannot seat as a e%er of the School 9rie/ance 2oittee' a. Principal( 1:> c. %. 0> d. > =0. 2anteen J has a total proceeds of Php 1: :::.:: last 4o/e%er. How #ch will %e allotted for the s#ppleentary feeding progra for #nderno#rished p#pils D:>( c. %. B:> d. -:> =. School operations f#nd will ha/e how any percent fro the net incoe deri/ed fro the operation of the canteen. a. 1:> *>( c. %. 1> d. 0> ==. How old is the target of the ALS A and ! Test in the eleentary le/el' a. An eleentary dropo#t who is at least 11 years old on or %efore the day of the test.( %. An eleentary dropo#t who is at least 1: years old on or %efore the day of the test. c. An eleentary dropo#t who is at least 1 years old on or %efore the day of the test. d. An eleentary dropo#t regardless of age. =B. &hat is 4OT incl#ded as a s#%ect in the adinistration of the Philippine 6alidating Test 8P6T;' a. !nglish c.AralingPanlip#nan
PT2015 %. Matheatics d. Technology and Li/elihood !d#c.( =D. &hat are the odes of ac#isition of school sites' 5. P#rchase 555.!$propriation 55. )onation 56.PresidentialProclaation a. and 5 55only c.55and555only %. 5, 55, 555 and 56( d. 5, 55 and 555 only =-. &hat is 4OT an offense p#nisha%le %y s#spension or e$p#lsion' a. 2heating and stealing c. 2oncealing deadly weapon %. 6andalis d. 4O4! of the choices( B:. n 5n strengthening Science and Matheatics !d#cation at the secondary le/el, a TYP! 5 school will %e gi/en how #ch financial s#%sidy' a. Php1:::::.:: c.Php0:::::.::( %. Php *:: :::.:: d. Php D0 :::.:: B1. How long sho#ld %e the allotted in#tes for religion classes which is spread at least two 8*; eetings %#t not ore than three 80; eetings per week' a. +: ins c. B: ins %. =: ins d. D: ins( B*. 5s it possi%le to perit a grad#ating high school st#dent to ha/e an additional s#%ect load in e$cess of noral load' a. Yes( May%e c. %. 4o d. 4O4! of the choices B0. 5n the localiIed s#spension of the classes, who can s#spend classes in a specific school only' a. School Head *> c. %. *:> d. 0:> B=. 4epotis as an adinistrati/e offense is penaliIed with a for the first offense. a. epriand c.)isissal( %. S#spension d. 4O4! of the choices.
&&. Who can a'ail a study lea'e% a. A teacher who ha/e at least fi/e 8; years of contin#o#s ser/ice. %. A teacher who ha/e at least si$ 8=; years of contin#o#s ser/ice. c. A teacher who ha/e at least se/en 8B; years of contin#o#s ser/ice.( d. A teacher who ha/e at least eight 8D; years of contin#o#s ser/ice.
&(. What is )*T TR+ on the use and rant of ser'ice credits% a. One work day of /acation ser/ice credit is granted for one 81; day eight ho#rs of ser/ice. %. The n#%er of days of /acation ser/ice credits granted to a teacher shall not e$ceed thirty 80:; work days in one year.( c. 6acation ser/ice credits shall not %e grant ed for ser/ices rendered witho#t pre/io#s a#thority. d. Teachers on detail in offices or assigned to non3teaching o%s are on /acation sick lea/e %asis.
&-. n which of the followin situations wherein ser'ice credits are ranted% a. Ser/ices rendered in connection with the cond#ct of reedial classes d#ring s#er or 2hristas /acation or o#tside of reg#lar school days.(
PT2015 %. 5n ser/ice training progras f#lly f#nded %y the go/ernent. c. Assigned to checking of fors and finishing reports re#ired in connection with the opening and closing of classes. d. Assignent in connection with e$hi%its at fair.
(0. What is )*T a criteria for the selection of !entor/coo"eratin teachers% a. At least fi/e 8; years of teaching e$perience.( %. Has at least a perforance rating of 6S for the last three 80; years. c. 5s a aor of the learning area the st#dent teachers will practice for secondary le/el. d. ?een a deonstration teacher at least on the school le/el.
(1. s it "ossible that a teacher !aybe transferred e'en without her consent in the eiency of the ser'ice., with 'alid reasons% a. Yes( %. 4o
May%e c. d. 4O4! of the choices
(2. What is the teacher: "u"il ratio for the ifted/fast learners in e'ery classroo!% a. 1@0:<1@0( %. 1@0=<1@+:
c.1@*<1@*d. 1@+:<1@+
(3. What is the ideal teacher: "u"il ratio as sti"ulated in the ecuti'e *rder )o. 34-% a. 1@*: %. 1@*(
1@0: c. d. 1@0
(4. Which of the followin is a stress tolerance "sycholoical attributes% a. "ses coping echaniss to handle creati/ely.( %. work changes with ease and /igor. c. 5nternaliIe 9i/es con/incing recoendations. d. Thinks logically and acts accordingly.
(5. ercisin eibility is under what "sycholoical attributes and "ersonality traits of a teacher6a""licant% a. H#anrelations %. )ecisi/eness(
c.Stresstolerance d. Leadership skills
(7. Which of the followin is i'en nine 8-9 "oints under educational attain!ent of a teacher% a. %. c. d.
2oplete acadeic re#ireents for MasterCs )egree MasterCs )egree Acadeic #nits )octoral )egree 2oplete acadeic re#ireents for )octoral )egree(
(&. $n inno'ation was de'elo"ed by #r. . t was ado"ted already in his district for two 829 years. ;ow !any "oints will be credited for hi! in the ran
c. points d. 0 points
((. #r. T, wants to be "ro!oted as ;ead T eacher . ;e obtained a eneral a'erae of his "erfor!ance ratin for the last three 839 with -.25. ;ow !any "oints will be credited for hi!% a. 0: points %. * points(
c.*: points d. 1 points
(-. What is )*T included in the feasibility study on the o"enin of school annees% a. Petition %y the aority of the parents of prospecti/e enrollees. %. Title of school site of two 8*; hectares or deed of donation in fa/or of the )epartent.( c. 2ertification of the a/aila%ility of f#nds for the constr#ction of t classroos and other facilities.
PT2015 d. A copy of the %#dget of the other school and the proposed %#dget for the anne$.
-0. Does the reional director ha'e the authority to hire a "ublic school teacher in his reion% a. Yes %. 4o(
May%e c. d. 4O4! of the choices.
-1. t is a "rinci"le which reconizes that e'ery unit in the education =ureaucracy has a "articular role, tas< and res"onsibilities inherent in the o>ce for which it is "rinci"ally accountable for outco!es. a. Acco#nta%ility %. A#thority
c.Shared9o/ernance( d. esponsi%ility and A#tonoy
-2. Where does the o'ernance of basic education start% a. SchoolLe/el %. )i/ision Le/el
c.egionalLe/el d. 4ational Le/el(
-3. What is the ulti!ate oal of s"ecial education% a. %. c. d.
5ntegration of learners with special needs to the reg#lar school syste.( Pro/ision of special ed#cation to the special children. 9i/ing of special attention to the needs of the special children. 9i/e tender lo/ing care to the special children.
-4. What are the !ain "rora!s of =asic ducation% 5. 55.
Pre3school !leentary
a. and 555and only56 only %. 5, 5,5555, 555
555.Secondary 56.Special!d#cation
6.ALS
c.5,55,555,andd. 6only 5, 55, 555, 56 and 6(
-5. Which of the followin should )*T be addressed as The ;onorable% 8D?@ #anual 2000, ?ha"ter A.1.1.(9 a. G#dges of 5nferior 2o#rts %. M#nicipal Mayors(
c. Pro/incial 9o/ernors d. 2oissioners
-7. $ for! to be used in re"ortin waste !aterials which co'ers da!aed eBui"!ent s"are "arts. a. 9eneral 7or 4o. =+3A( %. 9eneral 7or 1B3A
c. 9eneral 7or 4o. +=8A; d. )!2S 7or 1B
-&. Which of the followin is )*T included in the )on6?areer @er'ice% a. 2lericalPosition( %. )epartent Secretaries
c.2onfidentialStaff d. Seasonal personnel
-(. t refers to courses desined to introduce new duties and res"onsibilities, new "olicies and "rora!s to e!"loyees who ha'e been in the ser'ice for Buite so!eti!e. a. !ployee )e/elopent Progra c. eorientation Progra( %. Professional
--. @"ecial lea'e "ri'ilees is i'en to o>cials and e!"loyees, ece"t of teachers. ;ow !any days of lea'e will be ranted within a calendar year of any or co!bination of s"ecial lea'e "ri'ilees of his choice% a. days( 0 %. days
days Bc. d. - days
100. n !onetizin lea'e credits of an o>cial or an e!"loyee in the career and non6 career ser'ice, how !any days in a i'en should be !onetized% a. 1 days %. *: days
c. 0: days( d. =: days
PT2015 101. The T@)$ is co!"osed of how !any co!"etency ite!s% a. 1B:ites %. *B: ites(
c.0Boites d. +B: ites
102. t is a tool that ser'es as a uide for the "rofessionalCs learnin and de'elo"!ent% a. TS4A %. 5PP)(
T)4A c. d. SLA2<)LA2
103. Which of the followin state!ent the PPD is )*T based u"on% a. The andated f#nctions and copetency standards for profession. %. es#lts of training needs assessent. c. Priority de/elopent goals of the school, di/ision and region. d. The philosophy, /ision and ission of the school.(
104. Who is tas
c. School 42?TS 2oordinator( d. Assistant Principal
105. Which of the followin institution in which the Phili""ine la should )*T be hoisted day and niht% a. iIalMon#ent %. ?arasaoin 2h#rch
c.S#pree2o#rtandother2o#rts( d. Senate of the Philippines ?#ilding
107. Which of the followin is )*T TR+ about the Phili""ine a% a. The Philippine 7lag co#ld %e knotted to signal that assistance is %adly needed. %. flagpole co#ld %e %e e#al in height thanposition the 5ndependence 7lagpole.( c. The The %l#e color sho#ld on the left if or in higher a hanging in tie of peace. d. 5t is hanged day and night at the 2ongress of the Philippines ?#idling.
10&. ;y"othetically, the @"ea
1 c. days d. days
10(. Which of the followin is a "rohibited act on the use of the )ational la% 5. 55. 555. 56.
To dip the 4ational 7lag to any person or o%ect %y way of coplient or sal#te. To display the 4ational 7lag horiIontally. To print, paint or attach representation of the 4ational 7lag on handkerchiefs, napkins, c#shions and articles of erchandise. To #se or display or %e a part of any ad/ertiseents or inforercial. a. 5and55 c.555and555only %. 555 and 56 d. 5, 55, 555 and 56(
10-. n the Plede of $lleiance to the )ational la, which of the followin is the third order bein !entioned% a. Maka%ansa %. Maka3tao
c.Makakalikasan( d. Maka3)iyos
110. Which of the followin is )*T the core "rinci"le in school i!"ro'e!ent% a. 5t is %ased on standards. %. 5t is systeatic.
c. 5t is contin#o#s. d. 5t is e$cl#si/e and integrati/e.(
2OMM"45TY 54T!9AT5O4 PAT4!SH5P 1. The ter co#nity as #sed in the 2ode of !thics 7or Teachers refer as . a. &holesociety c.2o#nity
PT2015 %. *.
School
d. 4one of the a%o/e
The following are #alities and characteristics of the citiIen in a co#nity e$ceptQ a. A%ility to look at and approach pro%les as a e%er of a glo%al society %. A%ility to work with others in a cooperati/e way and to take responsi%ility for oneCs roles
2apacity to think in a critical and systeatic way
0.
&hich coes first in the !ight Stage Process of 2reating a Maor 2hange in the 2o#nityQ a. 2onsolidating gains and prod#cing changes %. )e/eloping a /ision and strategy c. 2o#nicating the /ision d. !sta%lishing a sense of #rgency
+.
&hich of the following is part of the !ight3Stage process of creating a aor change in the co#nity' a. 9enerating Short3Ter &ins %. !powering %road3%ased action c. 2reating the g#iding coalition d.
All of the a%o/e
.
&hich of the following is not an e$aple of a School349O Partnership on co#nity de/elopent proects' a. Yo#th Aid ?icol "ni/ersity Partnership %. Synergeia Ateneo de Manila Partnership c. 9awad Nalinga P4" Partnership d. P4P32o#nity Police Proect
=.
is #s#ally restricted, proect3%ased, tie3%o#nd, short3to3edi#3ter f#nding a. 9rants c. 9ifts %. !arned 5ncoe d. Sale Prod#cts
B.
&hat kind of f#nding yo# can get fro go/ernents, fo#ndations, associations, #ltilateral and %ilateral agreeents' a. 9rants c. 9ifts %. !arned 5ncoe d. Sale Prod#cts
D.
The following are e$aples of school initiated proects e$cept Q a. The 2?H Proect was piloted in fifty3fo#r 8+; %arangays co/ered %y nine 8-; #nicipalities in the pro/ince of 4#e/a 6iIcaya %. Miria 2ollege !n/ironental !d#cation Progra c. 2apitol "ni/ersity Solid &aste Manageent Progra d. 9awad Nalinga
PT2015
-.
A new colla%oration network which seeks eaningf#l ed#cational refors that are systeatic colla%orati/e and co#nity3%ased with stakeholders participation #nder the slogan ?#ilding a 2onstit#ency to Make !d#cation &ork.F a. Synergeia %. 7o#ndation for "pgrading the Standard of !d#cation 87"S!; c. 7#nd for Assistance to Pri/ate !d#cation 87AP!; d.
1:.
Alliance of 2oncerned Teachers 8A2T;
5n the eerging new c#rric#lar iperati/es in Social St#dies ed#cation s#ch as peace, h#an rights, glo%al and en/ironent ed#cation which concept is doinant' a. 5nterdependence c.h#andignity %. scarcity d. s#staina%ility
To prod#ce glo%ally copetiti/e grad#ates, Philippine ed#cation sho#ld gi/e ephasis to a. 6al#es !d., Science and Social St#dies %. c. d.
!nglish, Science and Matheatics Science and Technology and 2itiIenship !d#cation H#anities, Social St#dies and &ork !d#cation
1*.
&hich of the following is not tr#e of the Millenni# )e/elopent 9oals for#lated %y e%er states of the "4 in Septe%er *:::' a. red#ce child ortality %. eradicate e$tree po/erty and h#nger c. pro/ide ho#sing for s#atters d. achie/e #ni/ersal access to priary ed#cation
10.
The 7ilipino who is aon Magsaysay Awardee in 2o#nity )e/elopent in *::= is a. %.
Haydee Yorac )inky Solian
c.Antoniod. Meloto Patricia Sto. Toas
1+.
One cannot gi/e what he does not ha/eF is a pop#lar stateent which pres#pposes the following@ a. 7acilitators of /al#es #st grow in their own personal total de/elopent %. 6al#es ed#cation is a lifelong process c. The hoe is the priary so#rce of %asic /al#es d. The school has the sole responsi%ility to ed#cate the yo#th
1.
&hen does the Nanya3kanyaF syndroe %ecoe positi/e' a. &hen one can disco/er what he likes in life %. &hen the %enefit of others is /iewed as one loss
PT2015 c. d.
&hen one protects the indi/id#al interests &hen one %ecoes self3reliant and can stand on his own.
1=.
A ta$ on real properties that is le/ied %y local go/ernents and is eararked for p#%lic ed#cationQ a. Special !d#cation 7#ndTa$ c. 5 ncoe Ta$ et#rn %. 6al#e Added Ta$ d. Progressi/e Ta$
1B.
&hat do yo# call an short3to3long3ter f#nding for3profit operation. 5t order to ha/e this in yo#r organiIation yo##nrestricted, need different anageent skills' a. 9ifts c.!arned5ncoe %. Sale Prod#cts d. 9rants
1D.
&hat is the Top 2a#sesF %eing s#pported %y f#nds for co#nity de/elopent according to the latest s#r/eys' a. Yo#th c.Healthand4#trition %. !d#cation d. 2hildren
1-. This is a hands3on, in#iry3%ased acti/ities where children ierse thesel/es in co#nity disco/ering for thesel/es the interconnectedness of the school and society. 2hildren connect with each other and with %ea#tyofofco#nity the nat#ralneeds. worldQ acti/ities are located at different sites to st#dy the cople$ities ofthe a /ariety a. co#nity de/elopent c. co#nity epowerent %. co#nity integration d. co#nity organiIing *:. As a teacher, yo# are a reconstr#ctionist. &hich aong these will %e yo#r g#iding principle' a. 5 #st teach the child e/ery knowledge, skill, and /al#e that he need a %etter f#t#re %. 5 #st teach the child to de/elop his ental powers to f#ll. c. 5 #st teach the child so he is ass#red of hea/en. d. 5 #st teach the child that we can ne/er ha/e real *1.The progressi/ists ephasiIed the indi/id#ality of the child, the reconstr#ctionists were ore concerned with a. %.s#%ecti/ity e$periential learning
c.socialchange d. social pro%le
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Sco#ting and 2itiIenCs Ary Training 82AT; gi/e training in character3%#ilding, citiIenship training, etc. which leads to the creation of a new social order and a new society e/ent#ally. &hat philosophy s#pports this' a.perennialis c.e$istentialis %. progressi/is d. social reconstr#ctionis
*0.
Acti/ities planned %y school cl#%s
PT2015 %. progressi/is *+.
d. social reconstr#ctionis
Yo#r school is planning to cond#ct a field trip for oology st#dents. Howe/er, yo#r school cannot copletely s#pport the said acti/ity. A local candidate is offering financial assistance in e$change for yo#r political s#pport d#ring the election. &hat sho#ld yo# do as their teacher' a. 9et the oney %#t do not /ote for hi. %. c. d.
Accept offerthat andyo# gi/e hi yo#r political s#pport. !$plainthe to hi cannot accept the arrangeent. ef#se the offer and tell people not to /ote for hi %eca#se of his character.
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A teacher is looked #p as a leader in the co#nity. &hat will yo# do if the %arangay captain asks for yo#r s#pport on soe atters affecting the co#nity' a. ecoend a co3teacher to take yo#r place. %. )isc#ss with hi how yo# can %e of %est help. c. Make hi realiIe that yo# really know what to do. d. Tell hi that yo# ha/e to seek perission fro yo#r principal.
*=.
Mayor J is in need of a planning officer to assist hi in concept#aliIing proects to ipro/e his town. Aong the candidates for the position Applicant A, thee$perience son of his copadre who helped hi d#ring electionQ Applicant ? whoare has the necessary and ed#cational %ackgro#nd and Applicant 2, the son of his elder %rother. 5f yo# were Mayor J, who wo#ld yo# hire' a. Applicant ? so that yo# canCt %e acc#sed of nepotis %. Applicant 2 %eca#se yo# %elie/e that %lood is thicker than waterF c. Applicant A %eca#se this is one way of paying yo#r #tang na loo%F d. Applicant ? %eca#se he has the desired #alifications for the position
*B.
One of the legal fo#ndations of co#nity integration in the Philippines is the 2ode of !thic for Teachers, &hat is the title of the section that descri%es ethical standards teachers sho#ld adhere to' a. Teacher and the teaching co#nity c. Teacher and the learners %. Teacher and the %#siness
d. Teacher and the co#nity
*D.
This is one of the f#nctions of a #ni/ersity that enco#rage co#nity integration and partnership. a. instr#ction c. inno/ation %. research d. e$tension
*-.
&hy canCt the school ipleent progras for social reconstr#ction' a. Most of the st#dents are poor and passi/e %. Soe teachers do not like teaching career c. Soe teachers ha/e no dedication to the profession d. Most teachers %elong to Low Socio !conoic Stat#s 8S!S;
PT2015 0:.
A school which operates not only to cater to her st#dents %#t for all the people where it is located can %e called a a.p#%licschool c.societalschool %. pri/ate school
01.
d. co#nity school
&hich sit#ation shows a desira%le relationship %etween teachers and other gro#ps of people' a. Magsino, a new3assigned to %arangay ?arangayco#ncil San Andres, callsin/ol/ing on the %arangay chairan. %. Mrs. The new teacher was re#estedprincipal to help the in a case one of his st#dents. He declined. c. Mr. Tiglao feels that the %arangay co#ncil is against his plansQ so, he does not cons#lt the co#ncil e/en if there is a need for it. d. The principal does her own way of capaigning for cleanliness in and o#tside the schoolQ she ne/er gets in/ol/ed with the sae capaign of the %arangay officials.
0*. a.
00.
&hich sho#ld %e proper role of states in the prootion of h#an rights in the co#nity' 2atalyst c.ediator %. ain ad/ocate d. d#ty %earer
A that occ#pies a definite territory and has an organiIed go/ernent with the power to political ake an co#nity enforce laws. A. state 2. instit#tion ?. people ). co#nity
0+. The following are steps in co#nity integration, !J2!PT . a. 5dentify a aor f#nding partners in ipleenting co#nity proects. %. &e% the topics for st#dy, %y s#%ect or learning area, aro#nd the concept and thee and identify needs of the co#nity that can %e addressed %y the chosen topic of st#dy. !$aple@ Protection of the !n/ironent c. ?rainstor soe of the essential #nderstandingsF 8generaliIations; that yo# wo#ld e$pect learners to deri/e fro the co#nity integration and e/ent#ally initial iersion in the area. %.
List processes 8cople$ perforance; and %#llet key skills to %e ephasiIed in the co#nity3 integration3iersion proects.
0.
!ach of the 4STP coponents shall %e #ndertaken for an acadeic period of two 8*; seesters for + to -: training ho#rs per seester. 5t shall %e credited for three how any #nits per seester' a. 1. #nits c. #nits 0 %. * #nits d. = #nits
0=.
efers to the progra coponent, instit#tionaliIed #nder Section 0D and 0- of ep#%lic Act 4o. B:BB, designed to pro/ide ilitary training to oti/ate, train organiIe and o%iliIe st#dents for national defense preparedness. a. eser/e Officers Training 2orps c. 2itiIens Ary Training
PT2015 %. 2i/ic &elfare Training Ser/ice 0B.
d. Literacy Training Ser/ice
efers to the progra coponent or acti/ities contri%#tory to the general welfare and the %etterent of life for the e%ers of the co#nity or the enhanceent of its facilities, especially those de/oted to ipro/ing health, ed#cation, en/ironent, entreprene#rship, safety, recreation and oral of the citiIenry and other social welfare ser/ices. a. eser/e Officers Training 2orps c. 2itiIens Ary Training %. 2i/ic &elfare Training Ser/ice
d. Literacy Training Ser/ice
0D.
efers to the progra coponent designed to train the st#dents to teach literacy and n#eracy skills to school children, o#t3of3school yo#th and other segents of society in need of their ser/ices. a. eser/e Officers Training 2orps c. 2itiIens Ary Training %. 2i/ic &elfare Training Ser/ice d. Literacy Training Ser/ice
0-.
An Act !sta%lishing the 4ational Ser/ice Training Progra 84STP; for tertiary le/el st#dents, aending for the p#rpose ep#%lic Act 4o. B:BB and Presidential )ecree 4o. 1B:=, and for other p#rposes.F 5t was enacted last Gan#ary *::* to aend the !$panded OT2. This is ep#%lic Act . B1=: a. c.D* %. -1=0 d. BB
+:. RAdopt3a3School PrograR allows pri/ate entities to assist a p#%lic school, whether eleentary, secondary, or tertiary, prefera%ly located in any of the twenty 8*:; poorest pro/inces identified. The following are areas of engageent #nder the Adopt3a3School Progra !J2!PT. a; staff and fac#lty de/elopent for training and f#rther ed#cationQ %; constr#ction of co#nity health center c; #pgrading of e$isting facilities, d; pro/ision of %ooks, p#%lications and other instr#ctional aterialsQ
CREATING A STUDENT CENTERED LEARNING ENVIRONMENT
1. Acti/ities planned %y school cl#%s
pilgriage;.
PT2015
0. ep#%lic Act 4o. 1:00 enco#rage e$aples, acti/ities, songs, poes, stories, and ill#strations %e %ased on local c#lt#re, history, and reality. This akes the lessons rele/ant to the learners and easy to #nderstand. &hat is this process called' A. 2onte$t#aliIation !nhanceent 2. 5ntegration 2onte$t#aliIation ?. !nhanceent 5ntegration ). 4one of the a%o/e
+. 2hildren learn and are acti/e in?ased class fro and learn a second e/en faster when they first ta#ght in a%etter lang#age theyore #nderstand. the new N31*lang#age c#rric#l#, &hat le/el will theare Mother Tong#e3?ased M#ltiling#al !d#cation %e ipleented' A. N3+ N31* 2. ?. N30 N3 ). . The N31* c#rric#l# has the foll owing feat#res@ ?asic concepts
). Linear Progression
=. &hat are specialiIed s#%ects that are %eing offered in the !nhanced N31* 2#rric#l#' A. Acadeic, Sports, Arts and )esign, and Technical 6ocational Li/elihood Tracks ?. Acadeic, Science, Arts and )esign, and Technical 6ocational Li/elihood Tracks 2. Acadeic, Sports, Arts and M#sic, and Technical 6ocational Li/elihood Tracks ). Acadeic, !ngineering, Arts and )esign, and Technical 6ocational Li/elihood Tracks B. One of the ten points ?asic !d#cation Agenda of President A#ino is that all p#%lic school children will ha/e preschool as their introd#ction to foral schooling %y *:1=, and it will %e ade this a/aila%le to all children regardless of incoe. This eans that . A. 1* years ?asic !d#cation 2ycle ?. Preschooling for All 2. "ni/ersal Madaris ed#cation as a s#%3syste within the ed#cation syste ). Technical /ocational ed#cation as an alternati/e strea in senior high school D. According to President A#ino in his ten points ?asic !d#cation Agenda 5 will %#ild ore schools in areas where there are no p#%lic or pri/ate schools in partnership with local go/ernents, as well address o#r persistent classroo and teacher shortages. &e need ore schools with saller pop#lations so that teachers, st#dents and parents can for a real learning co#nity.F A. 2o/enant with the local go/ernents to %#ild ore schools ?. Assistance to pri/ate schools as essential partners in %asic ed#cation 2. Madaris ed#cation as a s#%3syste within the ed#cation syste ). Technical /ocational ed#cation as an alternati/e strea in senior high school
PT2015
-. 5n the light of conflicts in 5srael and Palestine, 4orth and So#th Norea, Pakistan and 5ndia, which aong the Pillars of !d#cation for *1 st 2ent#ry is 2r#cial' A. Learningto Li/e together 2. Learning to do ?. Learningtoknow ).Learningto%e 1:. The following stateents are effecti/e strategies in dealing with /iolence in school setting !J2!PT A. one' 5ncl#de eleents of peace ed#cat ion in all rele/ant parts of the c#rric#l# ?. )e/elop and follow proced#res which enco#rage the reporting of /iolence and its in/estigation 2. 5dentify a range of strategies and ser/ices to help %oth the perpetrators of /iolence and the /ictis ). !nco#rage %#ying of toy g#ns aong eleentary school st#dents. 11. &hich of the following legal %ases of Philippine !d#cational syste cannot %e considered as a ep#%lic Act' A. Magna 2arta for P#%lic School Teacher ?. !d#cation Act of 1-D* 2. ProfessionaliIation ). Teachers 2ode of !thics for Teachers Act
1*. &hich sit#ation shows that a sense of nationhood is e$epli fied as prescri%ed %y A D+-1 or Heraldic 2ode of the Philippines' A. &hen Miss Ag#as asked her 9rade 55 st#dents in what co#ntry they wish to li/ e, ost of the chose A#stralia. ?. The class was asked which %rand of chocolate they wo#ld rather ha/e, no one chose ch ocn#t.F 2. There is a class progra. 5t started with the singing of the 4ational Anthe. ). The %oys opted to ake a choral re ndition of the thee son g of the o/ie Titanic.F
10. Mr. ight, a Math teacher has %eenMr. acc#sed of se$#al harassent %y one of her st#dent. &hat laws will %e #sed in con/icting or ac#itting ight' A BDBB A B=*+
2. A D1DB ). A BD
1+. &hich sit#ation shows a desira%le relationship %etween teachers and other gro#ps of people' A. Mrs. Magsino, a new3assigned principal to ?arangay San Andres, calls on the %arangay chairan. ?. The new teac her was re# ested to help the %aran gay co#ncil in a case in/ol/ing one of his st#dents. He declined. 2. Mr. Tiglao feels that the %arangay co# ncil is against his plansQ so, he does not cons#lt th e co#ncil e/en if there is a need for it.
PT2015 ). The principal does her own way of capai gning for cleanliness in and o#tside the schoolQ she ne/er gets in/ol/ed with the sae capaign of the %arangay officials. 1. 5n order for teachers to resol/e conflict systeatically and s#stained, teachers sho#ld #nderstand the nat#re and principles of conflicts. The following principles %elow will help teachers in identifying aor ca#ses of conflicts aong st#dents in a classroo setting !J2!PT one' A. 2onflict is negati/e 2. 2onflict is part of life ?. 2onflict is ongoing and dynaic
). 2onflict is a noral part of any relationships
1=. !n/ironent !d#cation, Peace !d#cation and H#an ights !d#cation ephasiIe acti/e participatory techni#es instead of passi/e one3way instr#ction fro the teacher. These principles connote that@ A. Learners are engaged new and challenging roles o#tside the classroo ?. S#ccess res#lts increased confidence and self3ass#rance in learning 2. 5t can %lend the class roo, the iediate co#nity and en/ironent and the larger wor ld into a ore eaningf#l whole. ). St#dents are #s#ally highly oti/ated. 1B. 5n order to gain as #ch ad/antage fro the proect3%ased learning strategies #sed in Peace and H#an ights !d#cation, it is necessary that teachers sho#ld incorporate the following feat#res e$cept@ A. ?. 2. ).
interaction with the co #nity feasi%ility in ipleentation e/al#ation in ters of cost open3ended with no #ni #e sol#tion
1D. Yo# heard that a n#%er of %oys in one class are %eing recr#ited for a fraternity which is not sanctioned %y yo#r school. &hat will yo# do as school head' A. 2onsider it as a ere r#or. ?. 2all the parents for a conference. 2. 5ediately call the attention of the ad/iser to in/estigate. ). 2ond#ct a personal talk with the %oys.
1-. Mr. PereI of a principal of 5locos High School. all Hepossi%le is in direeans need of s#pport the operation his only child. He 4ational has already e$ha#sted to oney get the to oney he needs. A A. ?. 2. ).
parent whose child is in the honor roll offers to help. &hat is the %est thing to do' Accept the offer and tell the parent to keep it confidential. Accept the offer and try to infl#ence the teachers handling the st#dents a%o#t the grade of the child. ef#se the offer and report the parent to the PTA President. ef#se the offer and tell the parent that yo# are not s#pposed to accept s#ch fa/or.
*:. One of the st#dents s#%itted his re#ireents late. The teacher disco/ered that three one3h#ndred peso %ills had %een slipped in one of the pages of his re#ireent. &hat ad/ice sho#ld yo# gi/e to yo#r teacher'
PT2015 A. ?. 2. ).
Neep the oney, it ight %e a gift for yo#. 2all for the parents of the child regarding possi%le %ri%ery case. et#rn the oney and warn the st#dent a%o#t possi%le %ri%ery. et#rn the oney and ad/ise the st#dent that he sho#ld %e caref#l in s#%itting
the re#ireents.
*1. Mrs. 2r#I, the school head, was assisted %y Miss K#ia%ao in la#nching a /ery s#ccessf#l proect with co#nity partners. &hat sho#ld Mrs. 2r#I do to acknowledge Miss K#ia%aoCs cooperation' A. ?. 2. ).
?#y Miss #iet K#ia%ao gift.K#ia%aoCs assistance. G#st keep a%o#t aMiss Mention to the co#nity partners the assistance e$tended %y Miss K#ia%ao. Anno#nce and gi/e d#e recogn ition to Miss K#ai%ao d#ring the progra.
**. Mr. Santaaria, a H!L! teacher has %een falsely acc#sed of se$#ally a%#sing one of his st#dents. He is a #alified candidate for the Teacher of the Year AwardF. 5f yo# are the adinistrator, what will yo# do' A. Let the police handle the case. ?. 2ond#ct a personal in/estigation of the case. 2. Let his case %e heard %y a d#ly a#thoriIed coittee. ). A#toatically dis#alify his candidacy for the award. *0. Mrs. Tiglao o%ser/ed that her se/en year old p#pil plays with his penis while she was e$plaining the lesson for the day. &hat sho#ld Mrs. Tiglao do if she ask for yo#r ad/ice as school principal' A. Scold the p#pil so he will stop ?. Tell p#pil to stop what he is doing 2. 5gnore the p#pil and let hi contin#e ). )o an acti/ity to di/ert his attention to stop what he is doing *+. Mario keeps on standing and o/ing aro#nd the roo while the class is going on. )isr#pti/e %eha/ior in the classroo is a pro%le that all teachers faced with and wo#ld like /ery #ch to eliinate. 5f yo# were the school head, which of the following wo#ld %e ost appropriate to ad/ice the teacher of Mario ' Ad/ice the teacher to pro/ide acti/ities to ake hi %#sy Ad/ise attention and ask the lesson Ad/ice the the teacher teacher to to call talk his to Mario pri/ately to#estions know whya%o#t he keeps on o/ing Ad/ice the teacher to scold Mario in front of the class so he will %e ashaed of what he does *. Mrs. Sotto is a grade 65 ad/iser. How can she proote oral de/elopent in her classroo' A. Accept is%eha/iors
PT2015 *=. &hich of the following is an instr#ctional strategy in st#dent3centered learning cliate' A. Pro/ide #estions and tasks that st i#late learnersC thinking %eyond rote eoriIation. ?. Help learners refine their #nderstanding %y #sing criti cal thinking skills. 2. S#pport learners in de/eloping and #sing effecti/e learning strategies for each task. ). All of the a%o/e. *B. &hich is 4OT an instr#ctional strategy in st#dent3centered learning cliate' A. Manage tie in fle$i%le ways to atch learner needs. ?. 5ncl#de learning acti/ities that are diffic#lt and challenging to learners. 2. 9i/e learners increasing responsi%ility for the learning process. ). Pro/ide #estions and tasks that st i#late learnersC thinking %eyond rote eoriIation. *D. 5t is an approach to learning in which learners choose not only what to st#dy %#t also how and why. At the heart of the learning en/ironent are learner responsi%ility and acti/ity, in contract to the ephasis on instr#ctor control and co/erage of acadeic content fo#nd in con/entional didactic teaching. A. 2ooperati/e Learning 2. St#dent 2entered Learning ?. Learning %y doing
). Learning ?eyond ?oarders
*-. &hen a st#dent displays aggressi/e %eha/ior in the class, what sho#ld the teacher do' A. Model non3/iolent conflict3resol#tion strategies ?. Threaten the st#dent to win con fidence 2. Send the st#dent o#t of the classroo ). 5gnore the st#dent 0:. A parent is aking alicio#s rearks against one of yo#r teachers. &hat are yo# ore likely to do first' A. Neep silent a%o#t it. ?. epriand the parents and defend the teacher 2. !nco#rage the parent to file a written coplaint against the teacher. ).its!nco#rage the parent to ake an ed#cation appoint ent the teacher concerned. 01. Since earliest conception, Philippine haswith contin#ally stressed the teaching of %asic copetencies s#ch as lang#age, arithetic, social st#dies and the sciences. That there are iportant things that e/ery person #st ac#ire fro the school syste and is the foc#s of A. 5dealis 2.!ssentialis ?. !$istentialis ). Progressi/is 0*. )r. aos in his grad#atio n essage to the class of *:1 ad/ises his st#dents to %e loyal to his faily , school and co#ntr y. This is the idea of what philoso phy of ed#cation in creati ng st#dent learning en/ironent' A. 5dealis 2. Pragatis ?. ealis ). 4at#ralis
PT2015
00. &hich of the following stateents e$presses the concept of Pragatis' A. The physical world as it appears to o#r senses is the real world. ?. The only test of tr#th is what works %est and what ideas can %e #sed to sol/ed 2. !phasis in the nat#ral sciences as dependa%le so#rce of scientific knowledge. ). ?elie/es in the reality of spirit, ind, the so#ls, and ideas.
pro%les.
0+. The re/ised r#les and reg#lations on the teaching of religion in p#%lic eleentary and secondary school is related to which philosophy' A. 5dealis ?. ealis
2. !ssentialis ). Pragatis
0. The #se of ed#cational trips in school can %e attri%#ted to which philosophy' A. 5dealis 2. !ssentialis ?. ealis ). Pragatis 0=. Schools gi/e priority to the acade ic s#%ects which are the ai n co#rses in the c#r ric#l#. &hich philosophy is associated with this' A. 5dealis 2. !ssentialis ?. ealis
). Pragatis
0B. &hich of the following philosophies ake the schools and teachers as the agent of social refors' A. 5dealis 2. !$istentialis ?. ealis ). econstr#ctionis 0D. The aor ai of the Taoist philosophy A. transcendence 2.nonconfority ?. internalharony ).non3action 0-. The golden r#le has its own srcin in the early teachings of A. Taois 2. Hind#is ?. 2onf#cianis
).?#ddhis
+:. An oriental philosophy which ad/anced the Law of Nara as the ain ca#ses of oneCs s#fferings. A.H ind#is 2.2onf#cianis ?. Taois ). ?#ddhis +1. Principal 2 shares this tho#ght with the teachers@ S#%ect atter sho#ld help st#dent s #nderstand and appreciate thesel/es as #ni#e indi/id#al who accept coplete responsi% ility for their tho#ghts, feelings and actions. 7ro which philosophy is this tho#ght %ased' A. !ssentialis 2.Progressi/is ?. Perennialis ).!$istentialis
PT2015 +*. &ho aong the following p#ts ore ephasis on core re#ireents, longer school day, longer acadeic year and ore challenging te$t%ooks' A. Progressi/ist 2.!$istentialist ?. Perennialist ).!ssentialist +0. Principal ? tells her teachers that trainin g in the h#anities is ost iportant. To which ed#cational philosophy does he adhere' A. ?. Progressi/is !$istentialis
2. ). !ssentialis Perennialis
++. As a school head, yo# are reconstr#ctionist, &hich aong these will %e yo#r g#iding principle' A. 5 #st teach the child so he is ass#red of hea/en ?. 5 #st teach the child e/ery knowledge, skills and /al#e that he needs for a %etter f#t#re. 2. 5 #st teach the child to de/elop his ental powers to the f#ll. ). 5 #st teach the child that we can ne/er ha/e real knowledge of anything. +. The )epartent of !d#cation gi/es greater ephasis on the de/elopent of %asic skills. &hat is the philosophical %asis for this' A. !ssentialis 2.!$istentialis ?. Pragatis
).Perennialis
+=. 5f a school head is a progressi/ist, the organiIation of c#rric#l# content is deterined %y A.t heschool 2.thest#dent ?. theteacher ).ointlywiththest#dent +B. Mr. 2orp#I deonstrated the techni#e on how to gro#p st#dents according to their needs and interests and how to #se self3paced instr#ctional aterials. This acti/ity is a of the philosophy of A. pragatis 2.essentialis ?. progressi/is ).reconstr#ctionis
anifestation
+D. Mrs. 2anlas, aand 2hristian Li/ing teacher, so ed#cational #ch significance on /al#es de/elopent discipline. &hat co#ld p#ts %e her philosophy' A. ealis ?. Pragatis
2.5dealis ).Progressi/is
+-. The esta%lishent of the School of the 7#t#re 8SO7; introd#ces ipro/eent and refor in ed#cation to respond to %oth h#an and social needs. &hat philosophy is A.i dealis 2.progressi/is ?. realis ).reconstr#ctionis HOME SCHOOL PARTNERSHIP
related to it'
PT2015 1.
Passing the 4K!SH e$a is good indicator < eas#re of . a. school head oral character c. coitent to teaching %. openness to inno/ation d. professional copetence
*.
All of the following are andatory %enefits for teachers e$cept a. edical %enefits %. st#dy lea/e %enefits
.
c. lea/e forsafeg#ard arried woen eployees %enefits d. aternity rights to e#ita%le in disciplinary cases 0.
Yo# are going to ha/e an orientation for the newly hired teachers in yo#r school as principal, &hat of the following is an illegal acti/ity of teachers are prohi%ited fro fro the 2ode of !thics of Professional Teachers' a. engaging in partisan political acti/ity %. cond#cting in3ser/ice training c. e%ership in a teachers cooperati/e d. oining a fac#lty #nion +. ep#%lic Act 4o. B=10 a#thored %y Senator Go/ito Salonga and appro/ed 7e%r#ary *:, e%odies a. %. c. d.
doing %ased
1-D-
Professional 2ode of !thics for Teachers Magna 2arta for p#%lic and pri/ate school teachers 2reation of the 2i/il Ser/ice 2oission 2ode of cond#ct and ethical standards for p#%lic eployees
. The pro/ision that salaries of teachers sho#ld %e re/iewed periodically to take into cost of li/ing indicatorsF is fo#nd in . a. Magna 2arta for Teachers %. 5LO3"4!S2O ecoendation on the ole of Teachers c. Presidential 2oission on !d#c ational efor d. 2i/il Ser/ice Salary StandardiIation Act
acco#nt of
=. &hich of the following standards of personal cond#ct is not fo#nd in the !thical Standards of 9o/ernent officials' a. Political 4e#trality c. 2oitent of p#%lic interest %. Professionalis d. Loyalty to 5ediate S#per/isor B.
Teachers epowerent to attain econoic sec#rity can %e %est achie/ed in a. Social 2l#% c. 7ac#lty "nion Teacher Professional OrganiIation d. S!2 registered organiIation D.
&hich of the following d#ties is andatory a. Act proptly on re#ests within + working days %. Answer letters within 1 days #pon receipt
PT2015 c. Process doc#ents e$peditio#sly d. All of the a%o/e -. The pro/ision of acadeic freedo is applica%le for teacher in a. allle/els c.p#%licschoolsonly %. colleges and #ni/ersities d. T!S)A s#per/ised schools
.
1:. 5n M#sli co#ntries, "4!S2OCs ain thr#st a. ed#cation of woen and girls c. ised#cation for h#an. rights %. ed#cation for the f#t#re
d. ed#cation for citiIenship
11. &hich pillar of ed#cation foc#ses on the /oc3tech rele/ant to people3centered h#an de/elopent' a. Learning To Nnow c. Learning To )o %. Learning To Li/e Together d. Learning To ?e 1*.
The first woan ed#cator to %ecoe a senator is a. 9eroniaPecson c.!stefaniaAlda/aLi %. Helena ?eniteI d. !rlinda Pefianco
10.
&hat glo%al reality is ill#strated %y the following sit#ationer'
.
As it stands today only a%o#t *> of the worldCs pop#lation has stepped into the inforation loopF an DD> of these people li/e in the ind#strialiIed co#ntries. 4orth Aerica with less than > of all people had :> of internet #sers in 1--D, for e$aple So#th Asia with o/er*:> of the glo%al pop#lation has less than 1>. a. pop#lation di/ide c. en/ironental di/ide %. econoic di/ide d. digital di/ide 1+.
ep#%lic Act 4o. BBDB for#lated on 7e%r#ary 1+, 1-- declares . a. se$#al harassent #nlawf#l in workplace, ed#cation and training en/ironent %. the integration of dr#g a%#se in the school c#rric#l# c. esta%lishent #nicipal and %arangay reading centers d. the the eliination of of worst for ofli%raries child a%#se
1. A ca#se3oriented teacher organiIation that links teachers low salary to go/ernent infl#enced %y 5M73&? is . a. Manila P#%lic School Teachers OrganiIation %. Alliance of 2oncerned Teachers c. Alliance of 6ol#nteer Teachers d. Action and Solidarity for the !powerent of Teachers
policies as
PT2015 1=. &hich )ep!d ed#cational initiati/e harness co#nity in/ol/eent in the repair of %#ildings' a. School 7irst 5nitiati/e c. &ar on &aste 8&O&; %. ?rigada !sc#ela d. Adopt a School Proect 1B.
school
&hich of the following acts of teachers were tolerated in the 1-:Cs %#t no longer today' a. inflict corporal p#nishent on offering learners %. or solicit contri%#tion froteaching st#dents c. sell gi/etickets e$pensi/e gifts to get peranent d. ake se$#al ad/ances to st#dents
1D. The %ook which e%odies the findings of the "4!S2OCs 5nternational 2oission for the Twenty3 first cent#ry is entitled a. The Third &a/e c. Learning@ The Treas#re&ithin %. Learning to 2are d. Learning Thro#gho#t Life 1-. 5n the first decade of the *1st cent#ry, ecological iss#es are reaching critical stages. Al 9ore forer ".S. 6ice President descri%ed the perils of glo%al waring in an Oscar %est doc#entary fil . a. !arth %. The The !ndangered )ay After Toorrow c. The !cological Age *:.
c. 5ncon/enient Tr#th d. The MankindCs T#rning Point
5n which of the following aspects of ed#cation is the Philippines sorely lacking' a.A ccess c. #ality %. ele/ance d. access and #ality
*1. &hich of the following ed#cational refors #ndertaken %y )ep!d after Martial Law critical in the de/elopent of deocratic citiIenship' a. la#nching schooling of the f#t#reF progra %. integrating h#an rights concepts and /al#es
Period is
c. re/ising the c#rric#l# %y ha/ing fi/e learning areas d. prooting li/elihood and entreprene#rial skills **. &hich ed#cation progra #ndertaken d#ring )ep!d Secretary !. de Ges#s addressed #ality of st#dents in three core s#%ects@ !nglish, Math and Science' a. Presidential 2oission on !d#cational efor 8P2!; %. Pre3Secondary High School ?ridge Progra c. 4!AP Scholarship and Training Progra d. Third !leentary !d#cation Proect 8T!!P; *0. &hich of the following aspects of glo%aliIation facilitated the foration of the glo%al and enco#rages school heads to colla%orate in the wider AS!A4 co#nities'
declining
/illage
PT2015 a. glo%aliIation of arkets %. glo%aliIation of c#lt#re
c. glo%aliIation of co#nication d. glo%aliIation ideology
*+. The ?raIilian ed#cator who %elie/ed in the conscientiIation of the asses in ed#cation and the a#thor of the Pedagogy of the OppressedF. He also stressed the need to colla%orate with the co#nity to ake learning of the children rele/ant. a. 9#stafo9#tierreI c.Pa#lo7reire %. Gohn )ewey
d. Gose Ortega
*. Show e the kind of teachers that yo# ha/e today and 5 will show yo# the kind of nation that yo# will ha/e toorrowF can %e attri%#ted to )r. 6icente Sinco, a great ed#cator and forer president of . a. "ni/ersity of the Philippines c. Philippine 4oral "ni/ersity %. "ni/ersity of the !ast d. "ni/ersity of Asia and the Pacific *=. The following stateent %est descri%es the state of Philippine ed#cational syste today !J2!PT . a. Philippine !d#cational syste can %e characteriIed as s#r/i/al of the fittest %. Philippine !d#cation syste is deteriorating especially in international achie/eent test c. d.
Philippine syste can eet the deands of n#%er of st#dents entering the eleentary!d#cation le/el Philippine !d#cational syste needs retraining of t eachers in !nglish proficiency.
*B. The following stateent is correct as far as recent statistics on Philippine ed#cation is !J2!PT a. * o#t of 1: children drop o#t when they reach grade . %. 7ilipino child ranked third fro the %otto in T5MS in *::0. c. More than :> of the answers in the 4!AT e$aination is wrong. d. Only 10 o#t of 1:: enrolled in 9rade 1 are #alified for 9rade *E
concern
*D.
5n order to prod#ce #ality is %adly needed each year' grad#ates in the p#%lic school syste, &hich aong the reso#rce shortages a. TeacherCs5te c.Te$t%ooks %. 2hairs d. 2lassroos
*-.
This le/el of ed#cation in the Philippines has always %een the highest n#%er of enrollees e/ery year %eca#se of state has a policy of free and cop#lsory ed#cationF, &hat le/el is this' a. Pre3schoolle/el c.9rade13= %. 9rade B31* d. 2ollege le/el
PT2015 0:. According to the )!P!) report on the Self Assessent Test for !nglish, the low #ality of ed#cation deli/ered %y the p#%lic school syste can also %e gleaned fro the poor perforance of in assessent tests. a. egional )irectors c. )i/ision S#perintendents %. Principals d. Teachers 01.
The following are factors affecting parental in/ol/eent in schools !J2!PT one. a. of residence in the area %. length a/aila%ility of s#pport gro#ps
c.d.gender of the p#pils %iling#al staff and prior e$periences
0*.
&hich is 4OT a s#ccessf#l indicator for hoe school partnership progra. a. ipro/eent in grades, test scores, attit#des, self3concept, and %eha/iorQ %. copletion of ore hoeworkQ c. higher rates of acadeic engageent and att endanceQ d. increase in s#spension rates, drop3o#ts
00.
!$aples incl#de st#dent diary with iportant school3related inforation and hoe3 learning acti/ities, teachers calling hoe to introd#ce thesel/es and gi/ing parents a phone n#%er and tie when they can %e reached, and 7riday Go#rnal sent hoe weekly and ret#rned with parental coents. &hat do yo# call thi s diension in the JOYCE EPSTEIN'S FRAMEWORK FOR HOME-SCHOOL PARTNERSHIP? a. Parenting c.2o#nicating %. 6ol#nteering d. )ecision3Making
0+.
An e$aple incl#des a school principal who anno#nces that parents are necessary for st#dent s#ccess and the e$pectation that parents sho#ld pro/ide soe kind of /ol#nteer assistance to the school. A list of 0: different options for parent choice sho#ld %e pro/ided, and follow3#p phone calls were ade to o%tain opti al parent parti cipation. &hat do yo# call this diension in the JOYCE EPSTEIN'S FRAMEWORK FOR HOME-SCHOOL PARTNERSHIP? a. Parenting c.2o#nicating %. 6ol#nteering d. )ecision3Making
0. &hich one is not part of AT52L! 5J 3 TH! T!A2H! A4) TH! PA!4TS of the 2ode of !thics for Professional Teachers ' a. !/ery teache r shall esta%lish and aintain cordi al relations with parents, and shall cond#c t hiself to erit their confidence and respect. %. !/ery teacher shall infor parents, thro#gh proper a#thorities, of the progress or deficiencies and in seeking parentsC cooperation for the proper g#idance and ipro/eent of learners. c. !/ery teacher shall li/e for and with the co#nity, and shall, therefore, st#dy and #nderstand local c#stos and traditions in order to ha/e a sypathetic attit#de, therefore, refrain fro disparaging the co#nity. d. A teacher shall hear par entsC coplaints with sypathy and #nder standing, and shall dis co#rage #nfair criticis.
PT2015
0=. &hich of the following is not a yth a%o#t parents in/ol/eent in schools' a. RParents are partners in school c#rric#la to a$iiIe st#dent achie/eents in acadeic and non3 acadeic tasksF %. R)ecisions a%o#t ed#cation practices and c#rric#l# sho#ld %e left to professional ed#cators who know whats %est for st#dents.R c. R&orking and
The following are %arriers for parents in hoe school partnership e$cept one. a. a/aila%ility of s#pport gro#ps %iling#al staffQ %. pre/io#s %ad e$periences with schoolsQ c. a%o#t treatent fro instit#tionsQ d. s#spicion liited knowledge a%o#t school policies, proced#res, or how to assist with
0-.
schoolwork.
&hich one is not a d#ty of parents as andated %y !d#cation Act of 1-D*' a. )#ty to access to any official record directly relating to the children who are #nder t heir parental responsi%ility %. )#ty to help carry o#t the ed#cational o%ecti/es in accordance with national goals c. )#ty to ena%le their children to o%tai n eleentary ed#cation and shal l stri/e to ena%le the to o%tain secondary and higher ed#cation in the p#rs#ance of the right foration of the yo#th d. )#ty to cooperate with the school in the ipleentation of the school progra +:. &hich sit#ation shows a desira%le relationship %etween teachers and other gro#ps of people' a. %. c. d.
Miss Sison iss#es cardsparentsC only if coplainsQ she ree%ers. Mr. 7aardo ne/er report entertains he feels they are only a pest As a class ad/iser, Mr. Magalang has not had a sing le conference with the parents of his st#dents. Mrs. 6ergara is glad that the par ents of her 9rad e 555 class /ol #nteer to her in certain class acti/ities
Pro!""#o$%& D!!&o()!$* %$+ H,)%$ R!"o,r!" M%$%!)!$*
1. According to the p#%lic, what is the ost iportant teacher characteristic' a. A%ility to co#nicate with parents %. Thoro#ghly ed#cated in s#%ect area
PT2015 c. "nderstanding how p eople learn d. &ell3trained and knowledgea%le a%o#t how to teach effecti/ely *. &hich strategy does the p#%lic %elie/e has the greatest potential for ipro/ing schools' a. ed#cing class siIe %. ecr#iting and retaining %etter teachers c. e#iring standardiIed tests for prootion d. 9i/ing greater control to the local le/el 0. According to research, what school in/estent yields the greatest increase in st#dent achie/eent' a. Lowering class siIe %. 5ncreasing teacher salaries c. 5ncreasing teacher e$perience d. More teacher ed#cation +. According to the 4ational 2redi%ility 5nde$, who of the following is ost %elie/a%le on p#%lic iss#es' a. Me%er of the Ared 7orces %. Teacher c. 2o#nity acti/ist d. 4ational e$pert . According to research, which factor constit#tes ++ percent of the ipact on st#dent learning' a. 2lass siIe %. K#alifications of teacher c. 7aily in/ol/eent and s#pport d. Socio3econoic stat#s of faily =. &hat percentage of teachers %elie/es that professional de/elopent progras Rgenerally waste their tie'R a. 1:.> %. *B.+> c. +1.B> d. =+.B> B. &hich strategy did s#perintendents and principals identify as ost effecti/e for ipro/ing teacher #ality' a. ed#cing class siIe %. 5ncreasing teacher salaries c. Pro/iding ore professional de/elopent opport#nities for teachers d. e#iring secondary le/el teachers to aor in the s#%ects they are teaching D. Of the following, which aspect of teaching is ost iportant to st#dents' a. 2aring a%o#t st#dents %. ?elie/ing all children can learn c. Nnowing the s#%ect areas d. Maintaining classroo discipline -. According to teachers, what is the n#%er one reason for professional growth' U
PT2015 a. %. c. d.
5pro/e st#dent achie/eent 5pro/e teaching skills 4etwork Ad/ance ones career
1:. 5n any states, teachers are re#ired to take additional co#rsework or attend workshops to keep their teacher certification
PT2015 a. %. c. d.
5ntrod#ce western HM practices that ha/e worked well in western co#ntries 2onsider approaches that reconcile instr#ental and h#anistic approaches 5ntrod#ce copetency %ased systes that link indi/id#al to copany perforance Adopt the Aerican odel of HM
1=. 2ross/ergence is@ a. Policies and practices %eing shared across c#lt#res %. coing together of /al#e systes c. The The de/elopent of hy%rid /al#e systes d. H#anising the eployent relationship thro#gh eployee in/ol/eent 1B. The de/elopent and application of eployees skills and energies to accoplish the goals and o%ecti/es of the organiIation is called@ a. h#an reso#rce anageent. %. h#an reso#rce planning. c. selection. d. recr#iting. 1D. The first step in the h#an reso#rce planning process is@ a. %. c. d.
preparing a o% analysis. forecasting f#t#re h#an reso#rce needs. assessing f#t#re deand. assessing f#t#re s#pply.
1-. H#an reso#rce planning techni#es incl#de the #se of soe or all of the following@ a. h#an reso#rce in/entories. %. action plans. c. control and e/al#ation. d. all of the a%o/e. *:. &hich ter descri%es the process of gathering, analyIing and synthesiIing inforation a%o#t the o%s that are %eing done and any new o%s that are en/isaged' a. %. c. d.
o% o% description. analysis. o% specification. h#an reso#rce in/entory.
*1. The first step in a typical o% analysis is to e$aine the o/erall organiIation. The ne$t step is@ a. collect data on o%s. %. prepare o% description. c. prepare o% specification. d. select o%s to %e analyIed.
PT2015 **. A o% is a written stateent of the o%s acti/ities, the e#ipent re#ired for it, and the working conditions in which it e$ists. a. analysis. %. specification. c. design. d. description.
*0. &hich of the following is a written stateent of the skills, knowledge, a%ilities, and other characteristics needed to perfor a o% effecti/ely' a. o%design. %. o% specification. c. o% analysis. d. o% description. *+. Go% is the process of descri%ing o%s and arranging their interrelationships. a. design. %. specification. c. analysis. d. description. *. 5ncreasing the n#%er and /ariety of tasks assigned to a o% is called@ a. o% rotation. %. o% enlargeent. c. o% enrichent. d. A2. *=. &hich of the following is not a core diension of a o%' a. skill /ariety. %. task identity. c. task significance. d. high internal work oti/ation. *B. All of the following are so#rces of internal recr#iting e$cept@ a. o% posting. %. eployee recoendations. c. ad/ertiseents. d. transfers. *D. An indi/id#aliIed o#tline of training, e$perience and possi%ly ed#cation designed to facilitate an eployees growth and enhance opport#nities for ad/anceent is called@ a. o% description. %. career de/elopent plan. c. assessent sheet. d. inter/iew for.
PT2015
*-. A foral, systeatic appraisal of the #alitati/e and #antitati/e aspects of an eployees perforance is called@ a. perforance e /al#ation. %. perforance appraisal. c. perforance analysis. d. orientation. 0:. a. profit sharing.is a percentage on the /ol#e of sales. %. piecework. c. coission. d. %on#s.
PT2015
A$"/!r K!0 COMMUNITY INTEGRATION AND PARTNERSHIP A$"/!r K!0
A1. 2*. )0. )+. ). A=. AB. )D. A-. 1:. 2
11. ? 1*. 2 10. 2 1+. A 1. ) 1=. A 1B. ) 1D. ? 1-. ? *:. A
*1. 2 **. ) *0. ) *+. 2 *. ? *=. ) *B. ) *D. ) *-. ) 0:. )
01. A 0*. ) 00. A 0+. A 0. 2 0=. A 0B. ? 0D. ) 0-. ? +:. ?
CREATING A STUDENT CENTERED LEARNING ENVIRONMENT
Answer Ney )1.
11. )
*1. )
01. )
+1. A
?*. 20. ?+. 2. A=. ? B. A D. A-. 1:. )
1*. 2 10. A 1+. A 1. A 1=. 2 1B. 2 1D. ) 1-. ) *:. )
**. 2 *0. ) *+. 2 *. ) *=. ) *B. ? *D. 2 *-. A 0:. )
0*. ) 00. 2 0+. 2 0. 2 0=. ? 0B. 2 0D. A 0-. A +:. 2
+*. ? +0. A ++. ? +. A +=. ? +B.) +D.) +-.) :.)
1.2
B. ?
=B. 2
BB. )
PT2015 *.? 0.) +.A .? =.)
D. ? -. ) =:. 2 =1. ? =*. ? =0. A =+. ?
=D. 2 =-. A B:. ? B1. A B*. ) B0. 2 B+. )
BD. ) B-. ? D:. 2 D1. ? D*. A D0. ) D+. ?
? ==. A =.
? B=. ? B.
2 D=. ) D.
HOME SCHOOL PARTNERSHIP
21. ) *. A0. )+. A. )=.
11. 2 1*. A 10. ) 1+. A 1. ? 1=. ?
*1. ? **. ? *0. 2 *+. 2 *. A *=. 2
01. 2 0*. ) 00. 2 0+. ? 0. 2 0=. A
2 )B. D. A-. 1:. A
1B. A 1D. 2 1-. 2 *:. )
*B. A *D. A *-. 2 0:. )
0B. A 0D. A 0-. A )+: .
Pro!""#o$%& D!!&o()!$* %$+ H,)%$ R!"o,r!" M%$%!)!$*
) ? )
1. *. 0.
? *. ) *=. 2 *B.
? ? A
+. . =. B. 2 D. 2 -. A 1:. 2 11. ) 1*. ? 10. ) 1+. A 1. ?
? *D. A *-. 2 0:.
PT2015 1=. 2 1B. A 1D. ? 1-. ) *:. ? *1. ) **. ) *0. ? *+. A
1. Miss A/ila is a high school teacher in 4anan 4HS. She wo#ld like to onitor the learning progress of her st#dents in in ters of feed%ack concerning learner s#ccesses and fail#res. &hat e/al#ation proced#re will she #se' a.Placeent %. 7orati/e
c.S#ati/e d. )iagnostic
*. &hich stateent %elow represents placeent e/al#ation' a. Mr. See cond#cted an achie/eent test to certify p#pilCs astery. %. Ms. 6ega ga/e a ten3ite test to deterine her p#pilCs learning progress. c. Mr. San Pedro ga/e a test at the %eginning of a new topic. d. Alge%ra st#dents took an arithetic test on the first day of class. 0. Miss ?ernardo a teacher in 9rade 65 wo#ld like to find o#t if her p#pils ha/e already astered the o%ecti/es of the planned instr#ction. &hat e/al#ation proced#re sho#ld she #se' a. S#ati/e !/al#ation %. )iagnostic !/al#ation
c. Placeent !/al#ation d. 7orati/e !/al#ation
+. Mrs. Sanito wants to detect the learning diffic#lties of her p#pils in Math. &hat e/al#ation proced#re sho#ld she #se' a.7orati/e!/al#ation %. )iagnostic !/al#ation
c.S#ati/e!/al#ation d. Placeent !/al#ation
. &hich descri%es nor3referenced grading' a. The st#dentsC past perforance %. An a%sol#te standard
c. The perforance of the gro#p d. &hat constit#te a perfect score
=. &hich of the following phrases a%o#t wa/e otion defines period' a.knowledge %. 2oprehension
c.Analysis d. Synthesis
PT2015 B. Miss Taway is a new grade fo#r teacher. She o/erloaded her first #arter Math test ites concerning additions. &hat kind of Math test did Miss Taway prepare' a. Her Math testisnot relia%le %. 5t is not o%ecti/e
c. 5t is not /alid d. All of the a%o/e
D. &hich type of test eas#res higher order thinking skills' a.!n#eration %. Matching
c.2opletion d. Analogy
-. Here is a perforance o%ecti/e@ &5TH TH! A5) O7 A P!5O)52 2HAT, the st#dents will the atoic weights of the first ten eleents. The capitaliIed words are referred to as the a.Perforancestateent %. Minin# accepta%le perforance
c.?eha/ior d. 2ondition
1:. &hich one descri%es a #ltigrade class' a. A class coposed of three grade le/els %. A class coposed of fo#r grasde le/els
c. A class coposed of * or ore grade le/els d. A class coposed of 0 to = grade le/els
7or ites 11 to 1B, refer to the ta%le %elow SY
Gr%+!1
*::+3: *::3:= *::=3:B *::B3:D *::D3:*::-31:
-,1*:
Gr%+!2
Gr%+!3
Gr%+!
Gr%+!4
Gr%+!5
D,-D= D,D+: D,B*: D,=1: D,::
11. &hat is the cohort s#r/i/al rate' a. -0.0:*> %. -0.*:*>
c. -*.0:0> d. -*.*:*>
1*. 9i/en the sae data, what is the grad#ation rate' -B.*D a. > %. -B.DD>
-B.D> c. d. -B.-D>
10. 9i/en the grad#ation rate in ite no. 1*, how any p#pils did not grad#ate' 1D: a. %. 1B:
Gr%+,%* !
1B c. d. 1=
1+. 9i/en the sae data, what is the copletion rate'
D,0*:
PT2015 -:.*0 a. > %. -:.+0>
-1.10> c. d. -1.*0>
1. &hat is the prootion rate in 9rade 0 in SY *::=3:B' -D.: a. > %. -D.+D>
-D.0D> c. d. -D.0:>
1=. &hat is the transition rate fro 9rade 1 to 9rade * for SY *::3:=' a. -D.0> %. -D.=0>
c. -D.B0> d. -D.D0>
1B. what is the drop o#t rate fro 9rade to = in SY *::-31:' 1.:-> a. %. 1.1->
1.*D> c. d. *.*D>
1D. 5n the Teacher )eployent Analysis Spectr#, which color coded school has genero#s teacher pro/ision. a.?l#eschool %. 9reen School
c.Sky?l#eschool d. Yellow school
1-. 5n ters of priority le/el, which of this is second priority< a.?lackschool %. M#ltigrade school
c.edschool d. Orange school
*:. &hich school color3code, indicates oderate teacher shortage' Yellow a. %. 9old
9reen c. d. Orange
*1. &hen is the deadline for s#%ission of SAL4& to the Adinistrati/e or Personnel #nit of the office' a. G#ne 0: %. May 0:
c. April 0: d. March 0:
**. )eped Order 4o. =,s. *:1: pro/ides the general g#idelines in the collection of school contri%#tions. &hen can /ol#ntary contri%#tions %e collected' a. Second onth of e/ery school year %. Third onth of e/ery school year
c. 7o#rth onth of e/ery school year d. !nd of the second onth
*0. &hat is the ini# siIe of the school site of an eleentary school with = classes' a.:.hectare %. 1.: hectare
c.*.:hectare d. 0.: hectare
*+. &hat is the ini# siIe of the school site of an #r%an secondary school with enrolent of *::1 to 0:::'
PT2015
a.:.hectare %. *.: hectare
c.1.:hectare d. 0.: hectare
*. &hat is the ini# siIe of the school site of an #r%an agric#lt#ral secondary school' a.=.:hectare %. +.: hectare
c..:hectare d. 0.: hectare
*=. A school site ay also %e ac#ired thro#gh donation or #s#fr#ct. &hich kind of donation takes effect d#ring the lifetie of the donor' a. 5nta /i/os %. ortis ca#sa
c. siple d. conditional
*B. The display of the Philippine 4ational flag is a re#ireent for all school. As a general r#le, what sho#ld %e the height of the flagpole' a. As high as the roof of the ain %#ilding %. Si$ eters high
c. Higher than the %#ilding d. se/en eter high
*D. A sign%oard indicating the nae and location of the school %#ilding sho#ld %e %ig eno#gh to %e easily reada%le fro the street at a distance of' a.to1:eters %. 1: to 1 eters
c.1to*eters d. 1: to *: eters
*-. The Principal3Led School ?#ilding Progra decentraliIes constr#ction anageent thro#gh principal epowerent. &hich of the following are responsi%ilities of the principal' 5. 5ss#e the in/itation to s#%it #otations 55. OrganiIe the constr#ction coittee 555. Sign notices of Award and 2ontracts 56. Prepare and s#%it onthly perforance report a.55,555and56
c.5,55and555
%. 5, 555 and 56
d. 5, 55, 555 and 56
0:. The height of the chalk%oard fro the floor to its top3edge is deterined %y #ltiplying the ean standing height of the class %y the constant. 1.:a. %. 1.1
1.*c. d. 1.0
01. Pri/ate schools re#est for t#tion fees increase will only %e appro/ed if of this will go to the teachers salary. :> a. %. B:>
=:> c. d. D:>
PT2015 0*. A -*D, the 9#idance and 2o#nseling Act pro/idesfor the creation of 2areer Ad/ocates and Peer 7acilitators. &hich of the following coprised the Peer 7acilitators' a.HoerooAd/isers %. Trained High school st#dents
c.Associationof9#idance2o#nselors d. )OL! personnel
00. The following are key res#lts areas in principalship, E6CEPT one@ a. %.
2#rric#l# de/elopent Staff de/elopent
c. LS? Manageent d. P#pil )e/elopent
0+. This refers to a work related iss#e that ca#ses eployee dissatisfaction or discontentent. a. %.
9rie/anceachinery 9rie/ance
c.Pro%ity d. Aggrie/ed Party
0. Learners sho#ld %e allowed to e/al#ate their own work. This stateent is@ a. %. c. d.
Tr#e, %eca#se it allows the to change their answers Tr#e, %eca#se this propts the to think a%o#t their learning 7alse, it allows the to change their answer 7alse, %eca#se it retards de/elopent of their thinking skills
0=. &hich is not characteristics of a#thentic learning assessent'
d.
a. St#dents are re#ired to de/elop responses, not select the appropriate response fro a list %. St#dents are re#ired to synthesiIe the inforation they ha/e enco#ntered and to e/al#ate their learning as well c. St#dents work on proects and are allowed to create a conte$t for their learning and for appropriate e/al#ation St#dents are e/al#ated thro#gh a written #ltiple3choice type of test
0B. &hen can a donation or property for school #se %e called ortis ca#sa' a. &hen it takes effect after the donorCs death which re#ire a last will %. when it takes effect d#ring the lifetie of the donor c. when it iposes a condition that s#ch donation will %e for school #se only d. when the piece of land was disposed grat#ito#sly %y a dying pers on in his last will and testaent 0D. A school %#ilding which has %ecoe #ns#ita%le, dilapidated and whose repair or reha%ilitation will cost :> or ore than the cost of the new %#ilding to replace, it sho#ld %e@ a. replaced %y a n ew school %#ilding %. recoend for condenation and deolition c. reconstr#cted to a %id and f# rther dilapidation d. left #nto#ched #ntil it is daaged copletely 0-. 5t is a ethod of ac#iring a school site which capitaliIes on the deed of e$change to %e e$ec#ted %y %oth parties a. ?arter %. 9rat#ito#s con/eyance
c.PresidentialProclaation d. !$propriation proceedings
PT2015
+:. The recoended orientation of a school %#ilding in the Philippines is a @ a. 4orthwest3west to so#theast3east a$ial direction, taking into consideration the direction of s#nlight and the direction of pre/ailing %reeIes. %. So#thwest3east to northwest3west a$ial direction, considering the direction of s#nlight and the pre/ailing %reeIes. c. &est to east a$ial direction. O%ser/ing the direction where the s#n shines. d. All of these +1. Section -- of A B1=: known as Local 9o/ernent 2ode, pro/ides that the local Sangg#nian has the power to change the nae of the school thro#gh the ordinance and@ a. %. c. d.
"pon the recoendation of the School ?oard "pon recoendation of the PTA "pon the appro/al of the chief e$ec#ti/e "pon the re#est of the school site donor
+*. ?efore act#al work on constr#ction of a school %#ilding is a#thoriIed and coenced, this sho#ld %e done first@ a. School site title or stat#s of ac#isition %. 6acant space
c. School Head appro/al d. ?#ilding Perit
+0. As a general r#le, the different school %#ildings sho#ld %e laid o#t according to f#nctional gro#pings. The distances %etween %#ildings sho#ld %e s#ch that !J2!PT@ a. %. c. d.
6entilation is not o%str#cted 4at#ral ill#ination is not ipeded So#nds in one %#ilding do not carry into the ne$t %#ilding MiniiIe flow of air c#rrents or %reeIe
++. The ain %#ilding facing the front gate sho#ld %e at least how any eters fro the gate' a. 1:eters c.*:eters %. 1 eters d. 4one +. The recoended ini# set%ack of a school fro the street line is eters to iniiIe intr#si/e so#nds a. 1: c. %. D d. 1 +=. The sign%oard of a school %#ilding sho#ld %e of appropriate length and width to accoodate the nae and location of the school. The lettering in siple, %lack or roan style and %ig eno#gh to %e easily read in a distance of@ a. 1: to *: %. *: to *
c. d. to 1:
PT2015
+B. The following are characteristics of an effecti/e crisis anager !J2!PT one@ a. %. c. d.
He #st %e forward looking and #st ha/e %road /iew of the sit#ation He #st %e fle$i%le and willing to deport fro esta%lished r#le if needed He has the a%ility to keep cool #nder press#re He #st wait and gi/e ore tie to conflicting parties to report a dialog#e
+D. As a principal, if yo# ha/e teacher with instr#ctional needs
c.Self3directeds#per/ision d. 2linical s#per/ision
+-. As a principal, how #ch tie do yo# de/ote for s#per/ision' a. Se/enty percent 8B:>; for instr#ction s#per/ision and thirty percent80:>; for other acti/ities of adinistrati/e s#per/ision. %. Se/enty percent 8B:>; for adinistrati/e s#per/ision and thirty percent80:>; for adinistrati/e s#per/ision. c. 7ifty percent 8:>; for instr#ctional s#per/ision and another fifty percent 8:>; for adinistrati/e s#per/ision d. !ighty percent 8D:>; for instr#ction and twenty percent 8*:>; for adinistrati/e s#per/ision :. The following are considered /ision killers !J2!PT one@ a. Tradition %. 7atig#e leader
c.7earorridic#le d. Open3inded people
1. !ployee resist change %eca#se they feel /#lnera%le, fear the #nknown, e$press differences in how to achie/e goals3hostility er#pts is %est descri%ed as@ a.7 oring %. 4oring
c. Storing d. Perforing
*. &hen the follower can do the o% and is oti/ated to do it, then the leader can %asically lea/e the to it, largely tr#sting the to get on with the o% altho#gh they also ay need to keep a relati/ely distant eye on things to ens#re e/erything is going to plan is@ a. )irecting %. 2oaching
c.S#pporting d. )elegating
0. &hen the leader pro/ides specific instr#ctions and closely s#per/ises task accoplishent is@ a. )irecting c.S#pporting %. 2oaching d. )elegating
PT2015 +. &hen the leaders contin#es to direct and closely s#per/ise task accoplishent, %#t also e$plains decisions, solicit s#ggestions, and s#pport progress is@ a. )irecting c.S#pporting %. 2oaching d. )elegating . &hat will yo# do as school head if one of yo#r single lady teachers had an affair with a arried %arangay captain in yo#r locality and later %ecae pregnant' a. %. c. d.
e#ire the %arangay captain to arry the teacher 2harge the %arangay captain with rape )isiss the teacher fro the ser/ice Ad/ice the teacher to file on lea/e of a%sence #ntil she deli/ers her %a%y.
=. The following are the acti/ities that are eligi%le for the S?M grant !J2!PT@ a. S#pplies and aterials %. Meals 8not e$ceeding 1:> of total grant;
c. Transportation e$pense of speaker d. P#rchase of !#ipent
B. "nder Teacher )eployent Analysis, hot color goldF eans' a. !$cessi/e s#rpl#s teacher pro/ision c. Managea%le ratio %. Se/ere teacher shortage d. 9enero#s teacher pro/ision D. 7or instr#ctional roosC deployent analysis, red eans@ a. atiois=pl#s c.atiois13.-%. 4o classroo d. atio is %elow + -. School f#rnit#re analysis shows that colored redF eans@ a. More than * p#pils per seat c. Ade#ate in two3shifts %. 4o e$isting seats d. More than 0 p#pils per seat =:. P#%lic officials and eployees shall perfor and discharge their d#ties with the highest degree of e$cellence, intelligence and skills, render p#%lic ser/ice with the o#tost de/otion and dedication to d#ty. a.Professionalis %. esponsi%ility
c.2oitent d. )e/otion
=1. P#%lic officials and eployees shall reain tr#e to the people at all ties, shall not discriinate, shall respected at all ties the right of others and refrain fro doing acts contrary to law, good orals, p#%lic policy, p#%lic safety and p#%lic interest. a.Politicalne#trality c.2oitent %. G#stness and sincerity d. Professionalis =*. P#%lic officials and eployees shall %e at all ties loyal to the ep#%lic and to the 7ilipino people and endea/o#r to aintain and defend the so/ereignty against foreign intr#sion. a.Professionalis c.4ationalis
PT2015 %. Political ne#trality
d. 2oitent to p#%lic tr#st
=0. All p#%lic officials and eployees shall respond within days fro receipt thereof, responds to letters, telegras and other eans of co#nication sent %y the p#%lic. a.1workingdays c.&ithinBworkingdays %. &ithin 1 days d. &ithin one week
5. 55.
=+. As a school principal, what are the characters of a teacher yo# recoend to ser/e d#ring election' Professionalis 555. Politicalne#trality 4ationalis and patriotis 56. 2oitent to p#%lic interest
c. and 5 555 c.5,55and56 d. 55and56 d.5,55,555and56 =. This act declares that se$#al harassent is #nlawf#l in the eployent, ed#cation or training en/ironent, and for other p#rpose. a. . A V BDBB c. . A V D1DB %. . A V =B* d. . A V D1-: ==. This act f#rther pro/ides that this also applies if his spo#se s#ffered a iscarriage and for the p#rpose of ena%ling hi effecti/ely lend s#pport to his wife in her period of reco/ery and
c..A VD1DB d. A D1-: V
=B. This act grant priority to resident of the %arangay, #nicipality or city where the school is located in the appointent or assignent of classroo p#%lic school teachers, pro/ided that the teacher possesses all the ini# #alification for the position as re#ired %y law. a..AVD1-: c.AV=B* %. . A V D1DB d. A V ==D0 =D. )#ring pre3o%ser/ation conference, the principal sits with the teacher and deterines the following !J2!PT one@ a. The reason for and the p#rpose of the o%ser/ation %. The foc#s of o%ser/ation c. The ethod of teaching to %e #sed %y the teacher d. The tie of o%ser/ation =-. Yo#r s#%ordinate is %ecoing #nresponsi/e to yo#r friendliness. His perforance is %elow a/erage. a. Stress the need to go %y standard proced#re and to show o#tp#t. %. ?e a/aila%le for disc#ssion %#t do not press#re for o#tp#t c. Talk with s#%ordinate and then set o%ecti/es d. ?e caref#l not to inter/ene B:. Yo#r s#%ordinateCs perforance has %een e$cellent and norally yo# lea/e hi alone. ?#t now he has soe diffic#lty on a pro%le. a. )isc#ss the sit#ation with hi and help hi sol/e the pro%le. %. Let hi work it o#t %y hiself.
PT2015 c. Tell hi what to do d. !nco#rage hi to work on the pro%le and %e s#pporti/e of his efforts B1. Yo# and yo#r s#%ordinates recogniIe the need to change, yo#r s#%ordinate ha/e a fine perforance record and are /ery relia%le. a. Allow the gro#p to participate in de/eloping the change. )o not str#ct#re what is to %e done. %. Siply introd#ce the changes c. Let the gro#p set its own direction d. Ask the gro#p for ideas %#t yo# direct the change effort
B*. The prod#cti/ity of yo#r s#%ordinate has decreased. He has %een issing deadlines and has not et his o%ecti/es. a. &ait for the sit#ation to correct itself %. Make friendly o/ert#res and reind hi of his e$pected o#tp#t c. Spell o#t his tasks and s#per/ise hi caref#lly d. Show #nderstanding of his pro%les. )o not str#ct#re his work B0. The following are tr#e a%o#t the assessent in Nindergarten e$cept@ a. Assessent is done to onitor learning %. Assessent is essential to identifying childCs total de/elopent needs and does not deterine acadeic achie/eent c. es#lts of the assessent of learning shall %e known to the class, parents and teachers d. atings shall not only %e n#erical %#t descripti/e<#alitati/e B+. 5n what year will the first cohort of N31* 9rade = and 9rade 1* grad#ates *:1 a. %. *:1=
*:1B c. d. *:1D
B. An e$it e$aination and as readiness test for the G#nior High School a. 9rade 4AT = %. P!PT
test ! A c. d. !nd of 9rade = Assessent
B=. &hich c#rric#l# #ses the spiral progression' a. ?asic !d#cation 2#rric#l# %. Secondary !d#cation 2#rric#l#
c. N31* 2#rric#l# d. ?!2
BB. &hich s#%ect in the N31* c#rric#l# is anchored on the tenet Mo/e to Learn, Learn to Mo/eF a.Matheatics %. Science
c.Physical!d#cation d. M#sic and Arts
BD. &hich of the following feat#res represents the new paradig shift in ed#cation'
PT2015 a. %. c. d.
Traditional pedagogies Lifelong ed#cation for all igid s#%ect atter %o#ndaries igid selection of st#dents %ased on single and fi$ed criteria
B-. The %asic /al#e that is central to h#an rights ed#cation is @ a. S#staina%ility of the planet %. H#an dignity
c. G#stice for all d. H#an solidarity
D:. .A BDBB signed into Law 7e%r#ary 1+, 1-- declares #nlawf#l@ a.HaIinginfraternities %. Se$#al harassent in the workplace
c.2#ttingoftrees d. T#ition fee in %asic ed#cation
D1. The "4!S2O identified fo#r pillars of learning. &hich pillar is gi/en top priority especially d#e to the sit#ation in Mindanao and threats of terroristsC attack' a. Learning tol i/etogether %. Learning to %e
c.Learningtodo d. Learning to know
D*. &hich is the aor o%stacle
Local officials interference on ed#ca tion /al#es A#thoritarian and hierarchical syste of )ep!d Low go/ernent priority on ed#cation and fearless 2#lt#re of silence of teachers
D0. The ain pro/ision of . A -1 signed A#g#st *, *::1 is @ a. 5nstit#ting a new fraework of go/ernance for %asic ed#cation %. Pro/iding the a%olition of OT2 c. Making early childhood ed#cation a part of %asic ed#cation d. !sta%lishing the P2 %oard for teachers D+. 5n what ways can social class /ariations in child rearing practices affect higher achie/eent in school' a. Middle class parents tend to enco#rage c#riosity, initiati/e and independence while lower class failies tend to proote o%edience and s#%ordination. %. ?oth iddle and lower class failies ephasiIe copetition within the faily, hence children %ecoe copetiti/e and higher achie/er in school c. Middle class failies tend ephasiIe discipline and o%edience hence children tend to %e ore foc#sed in school d. Poor failies ephasiIe the iportance of earning li/elihood hence children tend to perfor poorly in school. D. How does the notion of c#lt#ral relati/ity and /aria%ility affect the teaching3learning Processes in school'
PT2015 a. The st#dent /aried c#lt#ral %ackgro#nd will in no way affect the way they will learn the lesson in school. %. The st#dents can readily ad#st to the way the teacher initiates learning in school %eca#se children are adapta%le %eing what atter what c#lt#re they coe fro. c. The childCs c#lt#ral %ackgro#nd infl#ences the childrenCs world /iew when teaching d. The teacher sho#ld %e wary of differing c#lt#ral points of /iew and #st ake s#re that st#dents will see things the sae way D=. A class coposed of st#dents coing fro se/eral ethnic co#nities incl#ding M#slis and L#ads. They see to ha/e diffic#lty #nderstanding each %eha/io#r and points of /iew. &hat sho#ld the teacher do'
otherCs
a. 5ntrod#ce #ltic#lt#ralis in the class and pro/ide acti/ities for practice. %. Threaten the st#dents that if there are st#dents who do not %eha/e and tolerant of their classate, she
PT2015 -*. The Magna 2arta for P#%lic School Teachers recogniIes the following with the e$ception of one. &hich is the e$ception' a. K#ality ed#cation depends priarily on the #ality of socio3econoic stat#s of the teachers. %. Ad/anceent in ed#cation depends on teacherCs #alifications and a%ility. c. !d#cation is an essential factor in the econoic growth of the nation. d. !d#cation is de/elopent and /ice3/ersa -0. The right of the st#dents to recei/e rele/ant #ality ed#cation is priarily achie/ed thro#gh@ a. 2opetent instr#ction c. School3co#nity relations %. Strong c#rric#l# d. 2opetent adinistrator -+. &hat does teachers are persons in a#thorityF ean' a. Teachers cannot %e charged %. Teachers ha/e i#nity fro arrest c. 4o person can assa#lt a teacher d. )ecisions ade %y teachers are deeed right -. &ho is considered a professional teacher' a. An ed#cation grad#ate who recei/ed honors %. A teacher who has ta#ght for at least si$ years c. A teacher who has attended national seinars on teaching d. A teacher who #alifies for a peranent position #nder . A +=B: -=. Mrs. aos wants to contin#e with her st#dy lea/e for another si$ onths after year. 2o#ld she %e allowed'
copleting a school
a. Yes, if her grades are e$cellent %. Yes, %#t witho#t copensation c. 4o, other teachers sho#ld ha/e the chance d. 4o, st#dy lea/e sho#ld not e$ceed one year -B. &hen a principal starts to e$ercise his
is his
a. Yes, when the teacher cannot ake decision on tie. %. Yes, when there is a%#se of #dgeent on the part of the teacher. c. 4o, teachers are ore knowledgea%le of their st#dentCs perforance. d. 4o, grading and prooting st#dents are e$cl#si/ely f#nctions of teachers. -D. &hich of the following is the ain reason for the andate for incoing freshen high school st#dents to #ndergo an early registration in the p#%lic or pri/ate high schools of their choice' a. To assess the incoing first year st#dentsC acadeic capa%ilities %. To a/oid o/ercrowding in p#%lic schools c. To increase the participation rate in %asic ed#cation d. All of the a%o/e --. &ho aong the teachers descri%ed %elow is doing assessent' a. Mrs. 2orteI who is adinistering a test to her st#dents.
PT2015 %. Mr.Maceda who is co#nting the scores o%tained %y the st#dents in his test. c. Mr.Oc%ian who is cop#ting the final grade of the st#dents after copleting all their re#ireents. d. Prof. 7errer who is planning for a reedial instr#ction after knowing that st#dents perfors poorly in her test. 1::. 5 f yo# ha/e to #se the ost a#thentic ethod of assessent, which of these proced#res sho#ld yo# consider' a.TraditionalTest c.&rittenTest %. Perforance3%ased Assessent d. O%ecti/e assessent test 1:1. &ho aong the teachers %elow perfored diagnostic test' a. Ms. Santos who asked #estions when the disc#ssion was going on to know her st#dents #nderstood what she trying to stress. %. Mr. 2astro who ga/e a short #iI after disc#ssing thoro#ghly the lesson to o#tcoe of instr#ction. c. Ms. ?anta who ga/e a ten3ite test to find o#t specific lessons which the to #nderstand. d. Mrs. ?elarde who adinistered a readiness test to the incoing grade one
who aong deterine the st#dents failed p#pils.
1:*. Yo# are assessing for learning. &hich of these will yo# likely do' a. 9i/ing grades to st#dents %. eporting to parents the perforance of their child c. ecoending for new policies in grading st#dents. d. Assessing the strengths and weaknesses of st#dents. 1:0. Ms. A%ad is planning to do an assessent of learning. &hich of the following sho#ld she incl#de in her plan considering her p#rpose for assessent' a. How to gi/e iediate feed%ack to st#dentCs strengths and weaknesses. %. How to deterine the area of interest of learners. c. How to certify st#dentCs achie/eent d. How to design oneCs instr#ction 1:+. Yo# targeted that after instr#ction, yo#r st#dents sho#ld %e a%le to show their a%ility to sol/e pro%les with speed and acc#racy. Yo# then designed a tool to eas#re this a%ility. &hat principle of assessent did yo# consider in this sit#ation' a. Assessent sho#ld %e %ased on clear and appropriate learning targets o%ecti/es. %. Assessent sho#ld ha/e a positi/e conse#ence on st#dentCs learning c. Assessent sho#ld %e relia%le d. Assessent sho#ld %e fair 1:. Mr. ?oroeo tasked her st#dents to show how to play %asket%all. &hat learning target is he assessing' a. Nnowledge c. Skills %. easoning d. Prod#cts
PT2015 1:=. The following are the odes of deli/ery of instr#ction #nder 5nstr#ctional Manageent %y Parents, 2o#nity and Teachers 8 5MPA2T ; e$cept@ a.Prograedteaching %. 5ndi/id#al st#dy
c.9ro#pst#dy d. Peer gro#p learning
1:B. An assessent done at the start of the deli/ery of instr#ction a. Assessent forlearning c.Assessentaslearning %. Assessent of learning d. 4one of these 1:D. An assessent done after the deli/ery of instr#ction, eas#res st#dents attainent of standards a.Assessentoflearning %. Assessent of learning
c.Assessentas learning d. 4one of these
1:-. An assessent where st#dents reflect on the res#lt of the assessents a.Assessentoflearning %. Assessent of learning
c.Assessentas learning d. 4one of these
11:. The analysis of the 5ndi/id#al Perforance 2oitent e/iew 7or shall %e s#%itted to@ a.SchoolPlanningoffice %. School effecti/eness di/ision
c.PrincipalCsoffice d. S?M office
111. ?eing assigned as principal, yo# noticed that conflicts arise in the tea. &hat is an appropriate way of handling conflicts' a. 2onflicts distract the tea and distract the work rhyth. Yo# sho#ld always sooth the when they s#rface. %. A conflict sho#ld %e handled in a eeting so that the entire tea can participate in finding a sol#tion. c. 2onflicts sho#ld %e addressed early and #s#ally in pri/ate #sing a direct, colla%orati/e approach. d. Yo# sho#ld #se yo#r coerci/e power to #ickly resol/e conflicts and then foc#s on goal achie/eent. 11*. As the school head, yo# decided to arrange a tea eeting to identify and analyIe lessons learned d#ring the ipleentation of yo#r school3%ased progra. &hat sho#ld yo# do with the' a. )oc#ent the and ake the part of the historical data%ase for the the perforing organiIation. %. )isc#ss the with s#perior and ake s#re that they reain otherwise c. P#%lish the in the daily newsletter. d. 7ollow yo#r strategic directions, independent fro lessons learned. These %een ade and sho#ld %e ipleented whate/er the o#tcoes are.
110. How sho#ld change anageent %e planned'
progra and confidential. decisions ha/e
PT2015
a. 2hanges are generally not predicta%le, therefore planning for change anageent cannot %e reasona%le. %. Planning for change anageent sho#ld %e done while the /ario#s change control processes are %eing applied. c. 2hange anageent can %e planned in a set of anageent plans or a specific change anageent plan. d. 2hanges are sign of %ad planning. One sho#ld a/oid changes d#ring a proect, th#s eliinating the need to anage the. 11+. A facilitator sho#ld... a. %e in f#ll control of the disc#ssion and its o#tcoes. %. always take notes %y herself. c. a/oid a flip chart parking lot d. gi/e g#idance as re#ired witho#t interfering 11. At the %eginning of a progra ipleentation, yo# notice different opinions %etween tea e%ers relating to progra work and deli/era%les and to the le/el of o/erall cople$ity. &hat sho#ld yo# do right now' a. 9i/e yo#r tea e%ers soe tie to de/elop a coon #nderstanding
of the progra
scope. "pcoing interface pro%les ay%e resol/ed later. %. "se the risk anageent processes to identify and assess risks ca#sed %y is#nderstanding and de/elop a plan with eas#res in order to response to the. c. OrganiIe eetings to identify and resol/e is#nderstandings %etween tea e%ers in order to a/oid interface pro%les, disintegration and costly rework early in the progra. d. "se inter/iews in pri/ate with each indi/id#al tea e%er to infor the of yo#r e$pectations and yo#r re#ireents in an atosphere of confidence. 11=. Yo# are in the process of planning a progra and fo#nd that stakeholders often ha/e /arying o%ecti/es and re#ireents. This akes it hard to coe #p with a plan with which all o%ecti/es %e et. &hat is pro%a%ly ost helpf#l to ens#re coon #nderstanding' a. Ask the progra stakeholders to %#ild foc#s gro#ps in order to disc#ss and conflicting interests.
reedy
%. 2reate an e$ha#sti/e doc#ent descri%ing yo#r point of /iew and ask stakeholders to re/iew it. c. Let each stakeholder write a stateent of work, erge the doc#ents to a progra scope stateent. d. #se yo#r a#thoriIation as the progra head to clearly prioritiIe the different o%ecti/es. 11B. Yo# sched#le a kick3off eeting in order to anno#nce the star of yo#r progra, present the plan and de/elop consens#s on it. Another topic will %e e$planation of each tea e%erCs role. 5n addition, yo# planned soe tie for disc#ssions. 4ow, short ter %efore the e/ent, yo# recei/e /ario#s cancellations %y tea e%ers, who say that they cannot oin the eeting. ?#t they will %e with yo# when the progra work will star. a. The kick3off eeting is secondary, yo# are happy if the tea e%ers will do their o%s. %. Yo# sho#ld insist on the presence of the tea e%ers to the appointed date.
PT2015 c. 5f yo# force tea e%ersC presence, they wo#ld anyway %e distracted %y their c#rrent pro%les. d. 5t is pro%a%ly a good idea to resched#le the eeting to a day, when all tea e%ers can attend. 11D. )#ring H#an eso#rce planning yo# identified that yo#r tea e%ers are not s#fficiently #alified for their tasks. &hich ay %e an appropriate sol#tion to this pro%le' a. ed#ce le/el of effort %. )e/elop a training plan
c. Plan #ality a#dits d. Plan #ality inspections
11-. &hen ipleenting a progra as lead ipleenter, what sho#ld yo# foc#s on d#ring the e$ec#tion process' a. )oing progra work %. 2oordinating people and reso#rces
c. !ns#ring acco#nta%ility for errors d. A/oid third3party infl#ence
1*:. A re/iew of yo#r tea e%erCs ost recent perforance reports shows a aor drop in o#tp#t. &hich is the %est approach to raise tea prod#cti/ity in a progra' a. 5ncrease the fre#ency of tea re/iew eetings and stat#s reports %. 5ncrease the press#re on each tea e%er to adhere to deadlines c. Post a special reward for the %est perforing tea e%er d. 5pro/e feelings of tr#st and cohesi/eness aong tea e%ers.
1*1. &hich stateent descri%es %est the eaning of leadership' a. !ns#ring predicta%ility in an #ncertain en/ironent %. S#staining an ongoing progra o/er a long period of tie c. Adhering to p#%liciIed standards and proced#res d. )e/eloping a /ision and strategy and oti/ating people 1**. As a progra ipleenter, yo# #st deonstrate transparency regarding... a. confidential inforation %. propriety inforation c. distri%#tion of #npro/en inforation and gossip d. yo#r decision3aking processes 1*0. As a leader, how sho#ld yo# dee ethical cond#ct' a. Yo# sho#ld ens#re ethical cond#ct thro#gho#t the tea %y #se of eans incl#ding recognition and awards and in tight cooperation with the tea e%ers. %. !thical cond#ct is all right as long as it does not ipact the achie/eent of o%ecti/es and does not daage the perforing organiIationCs iediate options. c. Yo# are the role odel for the tea. Yo#r personal integrity deonstrates the desired skills, %eha/io#rs, and attit#des whose adoption ay %enefit tea e%ers.
PT2015 d. There are often dilea sit#ations in the organiIation. Then yo# ay ha/e to s#spend yo#r integrity and do what is appropriate. There ay %e long ter negati/e effects, %#t these are not yo#r responsi%ility. 1*+. 5n analyIing a pro%le, what is the fi/e whys ethod #sed for' a. oot ca#se analysis %. 5dentification of rando ca#ses
c. 5dentification of special ca#ses d. 5dentification of ca#ses of conflicts
1*. )#ring a post3orte eeting, disc#ssion arises a%o#t who has to take responsi%ility for soe aor fail#res. 5t has %ecoe o%/io#s that the attendees of the eeting will not coe to ointly accepted concl#sion. &hat is not an appropriate strategy for s#ch a sit#ation' a. Separate the people fro a pro%le %. 7oc#s on interests, not positions c. 5nsist on o%ecti/e criteria and standard d. S#spend the disc#ssion and sched#le another eeting 1*=. The goals that ha/e %een artic#lated for an eleentary school incl#de ens#ring that all st#dents ha/e e#ita%le access to the c#rric#l#. &hich of the following approaches wo#ld %est help the principal e/al#ate how well this goal is %eing achie/ed' a. inter/iewing st#dents with /aried %ackgro#nds a%o#t their learning %. e/al#ating co/erage of di/erse perspecti/e in c#rric#lar aterials c. e$aining disaggregated res#lts fro recent assessents d. analyIing the c#lt#ral profile of the st#dents in each classroo 1*B. A principal is working with staff to create and ipleent plans to achie/e goals for ipro/ed st#dent learning. 5n this conte$t, the principal wo#ld ost appropriately enco#rage staff e%ers to cond#ct research into what other schools are doing as a way to facilitate which of the following processes' a. incorporating a /ariety of di/erse perspecti/es into schoolCs planning efforts %. interpreting assessent res#lts to deterine strengths and needs in the schoolCs c#rrent progra c. predicting likely ipedients to achie/ing school goals and strategies for a/oiding the d. identifying effecti/e action steps to reedy school iss#es identified thro#gh data analysis 1*D. 5n a 3story school %#ilding, science la%oratories sho#ld %e located at a. 1st floor of the school %#ilding %. *nd floor c. 0rd floor d. th floor 1*-. &hich is the last step in ac#iring a donated lot for a p#%lic school a. /alidity of the donation %. registration in the egistry of )eeds
PT2015 c. acknowledgent of the donation in writing d. accoplish )eed of )onation 10:. &hich of the following strategies wo#ld %est help the s#perintendent s#pport and proote the progress schools are aking in ipleenting their issions and goals' a. writing an article for the district newsletter coending school principals for their hard work %. re#esting copies of all planning doc#ents de/elop %y the school planning tea c. /isiting the schools fre#ently to eet and talk with fac#lty, staff, st#dents and other stakeholders d. hosting reception to honor district and school leaders for their contri%#tion 101. The principal of )on Pa%lo LorenIo MHS ac#ired f#nds for the r#%%eriIation of its athletic o/al. &hat is the standard length of an athletic o/al' a.*::eters %. +:: eters
c.D::eters d. 1*:: eters
10*. &hich of the following %est defines a leadership odel that %roadens eployee in/ol/eent in decision3aking and foc#ses on #t#al infl#ence of others' a. )istri%#ted leadership %. Transactional leadership
c. Sit#ational leadership d. Ser/ant leadership
100. &hich of the following strategies %est engages stakeholders in the process of creating a shared /ision' a. asking parents to draft a preliinary /ision stateent for the adinistrati/e re/iew %. offering parent eetings where the principal presents the de/eloped /ision c. assessing the di/isionCs readiness thro#gh inp#t fro eployees early in the process d. in/ol/ing eployees and co#nity e%ers directly in the process so /oice
leadership to and goals de/elopent each has a
10+. St#dent3entrants in the Open High School Progra are assessed of their reading a%ility and classified in the following e$cept@ a. not ready %. ost ready
c. ready d. alost ready
10. &hich of the following eleents of the c#rric#l# infl#ence and control the content and organiIation the c#rric#l# a. 2#rric#l# content %. 2#rric#l# e/al#ation
c. 2#rric#l# fo#ndation d. 2#rric#l# design
10=. &hich of the following practices ipleented %y school leadership in a di/ision %est prootes ipro/ing st#dent perforance'
PT2015
a. gathering e/idence connected to indi/id#al school goals and #sing the data instr#ctional decisions %. re#iring each school to #ndergo an ann#al instr#ctional progra a#dit and di/isionCs school %ased on the a#ditCs res#lt c. OrganiIing professional de/elopent aro#nd state assessent scores %y onitoring the indi/id#al ipleentation of the strategies presented d. e/al#ating all district principals %ased on the passing rates of their st#dents e/al#ation scores of the teachers in their school
to dri/e f#t#re ranking the teacher and and the ann#al
10B. A school g#idance co#nsellors present the principal with a proposal for an inno/ati/e g#idance progra that has %een #sed s#ccessf#lly in a n#%er of schools aro#nd the region. 5n aking decision a%o#t the proposal, the principalCs first priority sho#ld %e to deterine whether@ a. the new progra wo#ld re#ire additional f#nds %eyond those already a/aila%le to the g#idance progra %. the new progra wo#ld ser/e to reinforce and enhance the e$isting knowledge and skills of g#idance staff c. the new prograCs goals and acti/ities are consistent with schoolCs c#rrent /ision and goals d. the new progra wo#ld proote increased colla%oration %etween g#idance staff and other school staff 10D. A classroo ad/iser noticed that one of her st#dents %#llied his classate. &hat #st %e the first that the ad/iser sho#ld do' a. refer the incident to the child protection coittee %. call the parents of %oth st#dents c. infor the principal d. s#spend the st#dents 10-. 5n recent decades, which of the following factors has %een ost responsi%le for decisions to place greater ephasis on de/eloping st#dentsC pro%le3sol/ing and decision3aking skills across the c#rric#l#' a. an increase in edia infl#ence %. a change in occ#pational deands c. an increase in ed#cational acco#nta%ility d. a change in incl#sion practices 1+:. 5n o#r Perforance Manageent Syste, which one is considered the heart@ a. perforance planning and coitent %. perforance onitoring and coaching c. perforance re/iew and e/al#ation d. perforance rewarding and de/elopent planning 1. *.
+1. +*.
D1. D*.
1*1. 1**.
PT2015 0. +. . =. B. D. -.
+0. ++. +. +=. +B. +D. +-.
D0. D+. D. D=. DB. DD. D-.
1*0. 1*+. 1*. 1*=. 1*B. 1*D. 1*-.
1:. 11. 1*. 10. 1+. 1. 1=. 1B. 1D. 1-. *:. *1.
:. 1. *. 0. +. . =. B. D. -. =:. =1.
-:. -1. -*. -0. -+. -. -=. -B. -D. --. 1::. 1:1.
10:. 101. 10*. 100. 10+. 10. 10=. 10B. 10D. 10-. 1+:. 1+1.
**. *0. *+. *. *=. *B. *D. *-. 0:. 01. 0*. 00.
=*. =0. =+. =. ==. =B. =D. =-. B:. B1. B*. B0.
1:*. 1:0. 1:+. 1:. 1:=. 1:B. 1:D. 1:-. 11:. 111. 11*. 110.
1+*. 1+0. 1++. 1+.
0+. 0. 0=. 0B. 0D. 0-. +:.
B+. B. B=. BB. BD. B-. D:.
11+. 11. 11=. 11B. 11D. 11-. 1*:.
1+1. 7or school3%ased personnel, which one is tr#e a%o#t the es#lt3%ased Perforance Syste' a. %asis for rating and ranking the perforance for the P??
PT2015 %. to diagnose teachers in their deli/ery of instr#ction c. #sed as appraisal tool and ser/e as %asis for training and de/elopent d. %asis for deotion and prootion 1+*. Schools can %e con/erted into !d#cational 7o#ndation. &ho iss#e r#les pertaining to the con/ersion' a.)ep!d c.)epartentof7inance %. ointly iss#ed %y )ep!d and )ept of 7inance d. 2H!) 1+0. A school with significant f#nding and a se/ere shortage of highly3#ality technological tools wants to increase its access to technological reso#rces for teaching and learning. The schoolCs leadership can %est proote achie/eent of this goal %y taking which of the following actions first' a. eploying /ario#s strategies to network with ed#cators in ore affl#ent and technologically ad/anced schools %. e$ploring potential partnerships with local %#siness that ay ha/e an interest in s#pporting the school c. identifying c#ts in other areas of the instr#ctional progra to offset e$pansion of f#nding for the technology d. #sing newspapers and other local edia to appeal to the p#%lic for assistance in raising f#nds for the school 1++. A principal will %e leading a tea in #pdating the schoolCs o#tdated eergency response plan so that the e%ers of the school co#nity will know what to do in case of nat#ral disaster or a h#an3ca#sed eergency sit#ation. &hich of the following steps wo#ld %e ost #sef#l to take first in this effort' a. eeting with co#nity leaders to identify indi/id#als and reso#rces assist the school in /ario#s worst3case scenarios %. re/iewing the eergency plans of a saple of siilar schools across the coparing the with the schoolCs c#rrent plan c. soliciting inforation fro local police, fire, and p#%lic health personnel school /#lnera%ilities and appropriate responses d. researching each eleent of the schoolCs c#rrent eergency plan to assess
a/aila%le to state and a%o#t potential copliance
with rele/ant laws and reg#lations 1+. 5n a clinical s#per/ision conte$t, the s#per/isor is ost likely to@ a. #se a teacherCs self3assessent of his or her needs to g#ide decisions a%o#t appropriate e$periences %. create opport#nities for a teacher to learn and grow in a colla%orati/e tea conte$t c. #se o%ser/ation and analysis to pro/ide with feed%ack on aspects of perforance needing ipro/eent d. foc#s on oti/ation or other personal iss#es that are affecting a teacherCs effecti/eness
PT2015 MANUAL o *7! DECS MANUAL 2999 CHAPTER I: T7! D!(%r*)!$* o E+,%*#o$ C,&*,r!%$+ S(or*" ;$o/ D!(E+< T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*"
1. 1=8> P7#&#((#$! Co$"*#*,*#o$ Ar*#&! 6IV S!*#o$ 1 5t states that, the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to allF. 2. P,&# A* No. 222 5t pro/ided for the organiIation of fo#r 8+; e$ec#t i/e depart ents, one of which was the )epartent of P#%lic 5nstr#ction headed %y a Secretary. 5t was enacted %y the Philippine 2oission on S!(*!)!r 95 1=91. 3. P,&# A* No. 222 S!*#o$ 5t %ecae the legal %asis of the )epartent of !d#cation and 2#lt#re.
+. A* No. > 5t esta%lished the )epartent of P#%lic 5nstr #ction headed %y a chief officer called G!$!r%& S,(!r#$*!$+!$* o P,&# I$"*r,*#o$on J%$,%r0 21 1=91. 4.
P,&# A* No. 222 "nder this Act, the )epartent of P#%lic 5nstr#ction esta%lished #nder A* No. > of the Philippine 2oission %ecae the @,r!%, o P,&# I$"*r,*#o$.
5. A* No. >> "nder this Act, the nae ?#rea# of 5nstr#ction %ecae the ?#rea# of !d#cation on No!)!r 1 1=92. >.
R!or%$#%*#o$ A* 19> 5t pro/ided the change of )irector of !d#cation fro 9eneral S#perintendent of !d#cation on O*o!r 25 1=94.
8. EB!,*#! Or+!r No. = 5t renaed the )epartent of P#%lic 5nstr#ction into )epartent of !d#cation in G#ly, 1-+B. =.
Pro&%)%*#o$ No. 1 981 ?y /irt#e of this Proclaation, the D!(%r*)!$* o E+,%*#o$ was renaed D!(%r*)!$* o E+,%*#o$ %$+ C,&*,r!.
19. Pr!"#+!$*#%& D!r!! No. 13=> The nae D!(%r*)!$* o E+,%*#o$ %$+ C,&*,r! %ecae M#$#"*r0 o E+,%*#o$ %$+ C,&*,r!. 11. A* No. 39>4 5t was enacted aking inspection and recognition of pri/ate schools o%ligatory for the Secretary of P#%lic 5nstr#ction. 12. Co))o$/!%&*7 A* No. 89
PT2015 5t esta%lished the @,r!%, o Pr#%*! E+,%*#o$headed %y a +#r!*or. 13. R!(,&# A* 13>2 5t created the @,r!%, o Vo%*#o$%& E+,%*#o$ effecti/e G#ne **, 1-=0. 1. R!(,&# A* No. 38>3 5t renaed the @,r!%, o P,&# L#r%r#!"into N%*#o$%& L#r%r0.
14. Co))o$ /!%&*7 A* the No.I$"*#*,*! 18 5t esta%lished o N%*#o$%& L%$,%! on No!)!r 13 1=35 and was aended %y Co))o$/!%&*7 A* No. 333 o$ J,$! 18 1=38. 15. P7#&#((#$! R!(,&# EB!,*#! Or+!r No. 3=2 5t esta%lished the transfer of the 4ational M#se# to the )epartent of !d#cation 1>. R!(,&# A* No. >>22 5t is known as the H#7!r E+,%*#o$ A* o 1==F 5t created the Co))#""#o$ o$ H#7!r E+,%*#o$ independent fro the )epartent of !d#cation, 2#lt#re and Sports. 18. R!(,&# A* No. >>=5 5t is known as A* o 1==
5t created the T!7$#%& E+,%*#o$ %$+ S#&&" D!!&o()!$* A,*7or#*0. CHAPTER II: Or%$#%*#o$%& S*r,*,r! T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*" 1. S!r!*%r0 He
AS!2 for Progras and Proects and egional Operations AS!2 for Planning and H#an eso#rce )e/elopent AS!2 for Legal Affairs AS!2 for 7inance and Adinistration
. E+,%*#o$ T!7$o&o0 U$#* 5t anages the )!2S we%site and pro/ides technology and capa%ility %#ilding reso#rces in cop#ter learning. 4. D!(%r*)!$* Or+!r No. 8 ". 1= 82 5t esta%lished the N%*#o$%& S#!$! T!%7#$ I$"*r,)!$*%*#o$ C!$*!r. 5. M#$#"*r0 Or+!r No. 5 ". 1=84
PT2015 5t esta%lished the I$"*r,*#o$%& M%*!r#%&" Co,$#& S!r!*%r#%*. >. D!(%r*)!$* Or+!r No. 53 ". 1= =2 5t esta%lished the N%*#o$%& E+,%*or" A%+!)0 o *7! P7#&#((#$!". 8. DECS Or+!r No. 35 ". 1==8 5t allocated the n#%er of !d#cation S#per/isors for a school di/ision.
=. D,*#!" o E+, %*#o $ S,( !r#"or" in carrying o#t all the ed#cational progras in the di/ision. Assist the S#perintendent • •
6isits the different districts, eleentary and secondary schools in the di/ision to pro/ide assistance to district s#per/isors, principals and teachers in e/al#ating and ipro/ing of their work.
19. D,*#!" o *7! D#"*r#* S,(!r#"or" Pro/ides leadership in the ipleentation of the )!2S progras and proects in the district. • )irects, ad/ises and assists the eleentary school principal and teachers in the district. • Prootes the efficiency of teachers #nder his charge thro#gh effecti/e s#per/ision and in3 •
ser/ice training. •
Leads in the e/al#ation of achie/eent in the district. Neeps his schools f#nctioning and keeping with %road general policies of the %#rea# and the
•
%est interests of p#%lic schools in the co#nity. Sits as co3chairan at the )istrict School ?oard in the deli%erations.
•
11. D,*#!" o *7! E&!)!$*%r0 S7oo& Pr#$#(%& S#per/ises all school personnel in an eleentary school. • Pro/ides leadership in the de/elopent and ipleentation of all ed#cational progras in • •
the school. Prootes the efficiency of teaching and learning in all classes thro#gh the in3ser/ice
•
trainings, o%ser/ations, /isits, etc. 2oordinates all ser/ices for the wholesoe growth and de/elopent of all p#pils and other
•
personnel in the school. Leads in the e/al#ation of achie/eents of the di/ision. )irects the organiIation of classes
•
deterines and assign the teaching loads of the staff and akes proper distri%#tion of instr#ctional and other aterials. Pro/ides for the accoodation of the p#pils incl#ding the a/aila%ility of %#ildings for
•
classroos and other school needs. 2oordinates and cooperates with the co#nity and other agencies and represents the
• •
district s#per/isor in the school. Prepares, consolidates and s#%its all reports of the school to the district s#per/isor. ates the perforance of the teachers in the school and recoends the deser/ing ones for prootion.
PT2015
CHAPTER E+,%*#o$ T!r)" No*%*#o$"III: %$+@%"# I)(or*%$* Co$!(*" 1. @%"# E +,%*#o$ 5t has three 80; ain prograsQ !&!)!$*%r0 "!o$+%r0 %$+ $o$-or)%&. 2. C,rr#,&%r (r or%)" These are s#ggesti/e patterns and odels for the g#idance of the field and teachers. 3. No*!" o$ *7! @%"#" o C,rr#,&%r Pror%)" 1-DB Philippine 2onstit#tion, Article J56, Section * • !d#cation Act of 1-D* • )!2S /ision and ission • Other official stat#tes • . No*!" o$ *7! O!*#!" o E&!)!$*%r0 E+,%*#o$ To pro/ide the knowledge and de/elop the skills, attit#des and /al#es essential to the •
•
personal de/elopent and necessary for li/ing in, and contri%#ting to, a de/eloping and changing social ilie#. To pro/ide learning e$periences which increase the learnerCs awareness of, and
•
responsi/eness to, the changes and deands of the society and prepare hi
•
nation and the people to which he
4. No*!" o$ *7! Or%$#%*#o$ o C&%""!" #$ *7! E&!)!$*%r0 Gr%+!" 9enerally, in the primary grades, one (1) teacher shall handle all the subjects in one (1) • •
•
•
class with a maximum of fifty-six (56) pupils.8 D.O. No. 25 ". 1==4; 5n the interediate grades, the departental syste ay %e adopted following a 5! or "# plan ratio of teachers to classes. 4o teacher shall ha/e a load of ore than 0=: in#tes of act#al teaching per day ;M.O. No. 5 ". 1=82< The a$i# of daily contact tie shall %e 0:: in#tes 89rades 5 and 55;, 0+: in#tes 89rade 555;, 0=: in#tes 89rade 56; and 0D: in#tes 89rade 6 and 65; for reg#lar classes.
PT2015 •
Mo%ile and
in distant and diffic#lt3to3reach co#nities when there are ins#fficient n#%ers of enrollees per grade or when not eno#gh teachers are a/aila%le. 5. A!&!r%*#o$ 5t refers to any adinistrati/e practice designed to o/e gifted learners thro#gh school ore rapidly than #s#al. >. Gr%+! %!&!r%*#o$ Gr%+! "#((#$
A child skips one 81; or two 8*; grades after he
e$periences considering his or her interests and capa%ilities. 12. No*!" o$ *7! G!$!r%& G,#+!&#$!" o$ Pr!-"7oo& E+,%*#o$ or E%r&0 C7#&+7oo+ E+,%*#o$ School di/isions are enco#raged to esta%lish p#%lic pre3school classes whene/er possi%le to • •
pro/ide the early childhood sti#lation needed %y children d#ring their forati/e years. 5n schools where the 9rade 5 p#pils ha/e not %een pro/ided %y pre3school ed#cation, the
•
eight3week c#rric#l# on early childhood e$periences shall %e pro/ided. OrganiIed pre3school classes ay ha/e a minimum of twenty (#+) and a maximum of forty
(!+) pupils to a class. / pre-school teacher may be allowed to handle a maximum of two (#) classes, one (1) in the morning and one (1) in the afternoon.
PT2015 13. C,rr#,&%r o!r#$" o *7! +#!r!$* *0(!" o S!o$+%r0 S7oo&" 0eneral $econdary $chool 5t offers a contin#ation of the eleentary ed#cation progra %#t designed %oth as college preparatory as well as terinal ed#cation who ay not go to college. 0eneral omprehensie 2igh $chool 5t offers the secondary ed#cat ion progr a as preparatory progr a for college. 5n addition, it pro/ides a /ariety of acadeic and /ocational electi/es
$econdary 3ocational $chool 5n addition to the general secondary progra, /ocational and related s#%ects designed to prepare st#dents priarily for gainf#l eployent in areas as agric#lt#re, fishery, trade and ind#stry. $pecial $econdary $chool 5t offers a high school c#rric#la specially designed to address the pec#liar needs of special gro#ps of st#dents. CATEGORIES OF SPECIAL SECONDARY SCHOOL o 4egional iision $cience 2igh $chool 5t pro/ides an addition to the secondary ed#cation progra, additional electi/e in Science, atheatics and !nglish s#%ects for the highly gifted st#dents who are inclined towards sciences. There shall %e one <)SHS for each region
PT2015
14. S7oo& P%(!r 5t shall consists ainly of editorial, sports and science page feat#re articles, reports and news ites on the /ario#s school and co#nity acti/ities. 5t is a /en#e for the de/elopent of the o#rnalistic interest and skills of the st#dents. n no case shall it be a enue for grieance and destructie criticisms. 15. S*,+!$* Go!r$)!$* 5t pro/ides learning opport#nities and first3hand e$periences in leadership and to e$ercise deocratic proced#res to all p#pils. D!(%r*)!$* Or+!r No. 29 ". 1==1 5t prohi%its the organ iIation of fraternities and sororities at the elementary and secondary schools, both public and priate . &enalty for non-compliance is expulsion and of pupils%students. 18. No*!" o$ H!%&*7 %$+ N,*r#*#o$ Pror%) 7our (!) 8ajor &hases of 2ealth and *utrition &rogram Healthf#l school li/ing • Health and n#trition ser/ices • Health ed#cation • School3co#nity coordination for health • 1=. No*!" o$ *7! EMIS 5t stands for E+,%*#o$%& %$+ M%$%!)!$* I$or)%*#o$ S0"*!) F • 5t is a well planned and etic#lo#sly anaged inforation syste %etter known as the +%*% • •
%$F. T7! EMIS "7o,&+ ! 7%$+&!+ 0 % *!%7!r . 8anagement of the 98$ is e:uialent to
four (!) teaching loads. 29. No*!" o$ *7! E"*%&#"7)!$* o S7oo&" 0uidelines on the 9stablishment of new $chools 4o new p#%lic school shall %e esta%lished e$cept %y law or p#rs#ant to law. • The esta%lishent of a new school, con/ersio n of e$isting schools or changes of c#rric#lar •
•
offerings, adinistration, aintenance and cond#ct of e$isting secondary schools shall %e %y law. 4ew p#%lic schools ay also %e esta%lished in #nicipalities and cities #pon the appro/al of the Secretary pro/ided the re#ireents set are et.
21. No*!" o$ o(!$#$ "7oo& %$$!B!" #$ $!%r0 %r%$%0". A feasi%ility st#dy sho#ld %e cond#cted %y the school head of the other school reco ended %y the Schools )i/ision S#perintendent and the egional )irector. The feasi%ility shall incl#deQ Petition %y the aority of the parents of prospecti/e enrollees. • Title of school site of one 81; hectare or deed of donation in fa/or of the )epartent. • 2ertification of a/aila%ility of f#nds for the constr#ction of classroos and other facilities. •
PT2015 •
2ertification that the proposed anne$ is not within the *3kiloeter radi#s of any e$isting
•
p#%lic
•
Matheatics, TH! and P!HM. 2ertification of contin#ed s#pport fro the local go/ernent #ntil s#ch tie that the school
•
is incorporated in the national %#dget. A copy of the %#dget of the other school and the proposed %#dget of the anne$.
22. No*!" o$ *7! I$*!r%*#o$ o S7oo&" An e$isting eleentary
•
close of its own progras or co#rses offered, pro/ided s#ch clos#re is #ndertaken at the end of school ter and pro/ided f#rther that the school reains o%liged to f#rnish the necessary transfer credentials and records to the st#dents affected %y the clos#re. noluntary when the clos#re or terination is ordered %y the )epartent thro#gh the re/ocation
25. No*!" o$ *7! T!)(or%r0 C&o",r! o % P,&# S7oo& 4o st#dents are enrolled therein. • The school %#ildings are destroyed or ha/e %een declared dangero#s to life. • The entire school %#ilding and site ho#ses ref#gees fro calaities. • There is no peace and order in the co#nity. •
PT2015
CHAPTER IV: R!,&%*#o$" D#r!*&0A!*#$ P,(#&"S*,+!$*" T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*" 1. D!(%r*)!$* Or+!r No. ". 1= =8 5t is the policy of the State to pro/ide for a free and cop#lsory p#%lic eleentary and secondary ed#cation. 2. R!(,&# A* 5544 S!*#o$ 5
Pro/ides that the right of any student to aail of free public high school shall terminate if he fails for two (#) consecutie school years in the majority of the academic subjects in which he is enrolled during the course of his study unless such failure is due to some alid cause F. 3. A,*7or#!+ %&#+ o$*r#,*#o$" ; D.O. No. 2> ". 1==4 %$+ D.O. No. 59 ". 1===< 5t incl#des fee, ;$&, 0$&, and &*4 fees, school publication fee, school organi 5t pro/ides that eployed indi/id#als shall %e allowed to enroll in a/aila%le night high school classes. >. D!(%r*)!$* Or+!r No. 5 ". 1= =8 5t pro/ides grad#ating st#dents who lack one 81; la%oratory s#%ects or two 8*; non3la%oratory s#%ects in order to grad#ate in May or irreg#lar st#dents who lack the ini# one 81; la%oratory s#%ect or two 8*; non3la%oratory s#%ects to %e classified as reg#lar st#dents in any c#rric#l# year of the secondary co#rse d#ring the s#cceeding school year after the s#er ter.
PT2015
8. D!(%r*)!$* Or+!r No. >5 " 1== 8 5t pro/ides the adission and re3adission of e$change st#dent3participants or scholars. =. D!(%r*)!$* Or+!r No. 25 ". 1= = 5t pro/ides the adission and placeent of st#dents fro foreign co#ntries. 19. D!(%r*)!$* Or+!r No. 52 ". 1==4 5t pro/ides the allowa%le transfer of st#dents on the gro#nd of displaceent of failies arising o#t of nat#ral and an3ade calaities. 11. For) 138-E P#pilCs report card. 12. For) 13>-E P#pilCs peranent record 13. For) 138-A St#dentCs report card 1. For) 13>-A St#dentCs peranent record 14. PEPT
5t is known as the P7#&#((#$! E+,%*#o$%& P&%!)!$* T!"*. 5t is a %attery of tests co/ering fi/e 8; %asic s#%ects naely Matheatics, !nglish, 7ilipino, Science and Araling Panlip#nan. 5t is gi/en and adinistered to yo#ths
5t is known as the P7#&#((#$! V%&#+%*#$ T!"*"F. 5t is pro/ided %y the D!(%r*)!$* Or+!r No. 22 ". 1==8 5t shall /alidate the learnings ac#ired in /ario#s sit#ations #nder circ#stances which co/er fi/e 8; %asic s#%ects in the school c#rric#l# in the eleentary and secondary le/els. 1>. Fo&&o/-,(" These are anifestations of how well the st#dent applies, e/al#ates and synthesiIes the concepts, ideas and /iews ac#ired fro 6al#es !d#cation. 18. I$o&!)!$* 5t refers to the st#dentCs acti/e participation in the processes
PT2015 4OT! he number of honor students to be declared 2onorable 8entions shall not be no more than one (1) percent of the total number of graduating students. 4OT!@ 7inal selection and announcement of honor students should be made by the principal after the appro al of the diisio n office not later than fiftee n (15) wor=in g days before graduation. &rotests shall be filed not later than fie (5) wor=ing days before graduation. $ettlement of protest should be made three (") wor=ing days at the diision leel only.
29. D!(%r*)!$* Or+!r 1> ".of1=== 5t pro/ides theNo. policy the D!(E+ %o,* r%+,%*#o$. ontributions for graduations may be increased to not more than &hp 15+.++. 9rad#ation e$ercises sho#ld %e held only after the last day of classes. 21. D!(%r*)!$* Or+!r No. =2 ". 1==2 (%!" 22-23
5t pro/ides all school instit#tion the a#thority to aintain school discipline. 22. No*!" o$ ","(!$"#o$!B(,&"#o$ o (,(#&""*,+!$*"
$erice 8anual 16+, &art 3 hapter , $ections 1!5-151 7or the first and other offenses which are not ery serious in nature, a suspension from school not to exceed three (") days may be authori
• • • • • • • • •
6andalis, writing on or destroying school property like chairs, ta%les, windows, %ooks, la%oratory e#ipent and others. 9a%ling of any sort )rinking into$icants and li#ors 2arrying and concealing deadly weapons !$tortion or asking oney fro others 7ighting, ca#sing in#ry to others "sing, possessing and selling of prohi%ited dr#gs HaIing in any for or anner whether inside or o#tside the school preise 5orality
PT2015 •
Pre/enting, threatening st#dents or fac#lty e%ers or school a#thorities fro discharging
•
their d#ties or fro attending their classes or entering school preises 7orging or tapering with school records or transfer fors
2. No*! o$ A@SENCES A p#pil. No*! o$ S7oo& A*##*#!" Meetings, asse%lies, con/ocations, and acti/ities shall %e held in the presence and with knowledge of the &rincipal, 2ead eacher or 0uidance ounselor, eacher or lub /diser%oach.
CHAPTER V: Co)),$#%*#o$" %$+ I$or)%*#o$ Po&##!" %$+ Pro!+,r!" T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*" 1. No*! o$ I$or)%*#o$ %$+ D#""!)#$%*#o$ )ep!d 8)!2S; aintains a Press 2orps at the 2entral Office and 5nforation Officers at the egional Offices. 2. T7! S!r#! M%$,%& 5t contains the %asic reg#lations, instr#ctions and inforation which g#ide )!2S 2entral Office and the field personnel in carrying o#t the tasks of the )epartent. S#%se#ent aendents are iss#ed to the field thro#gh orders, eorand#s and %#lletins. 3. H%$+oo" These are iss#ed to pro/ide handy reference aterials to the field on )!2S policies on certain ed#cational iss#es and proced#res in the ipleentation of its progras and proects. Leaflets, foldo#ts and the like are also iss#ed to disseinate inforation on specific progras
PT2015 These are p#%lished on a reg#lar %asis and are distri%#ted to infor the field and other stake holders on /ario#s acti/ities #ndertaken %y )!2S toward the de/elopent of #ality %asic ed#cation in the co#ntry. 4. DECS Or+!r" These are iss#ances on policies, g#idelines, or reg#lations which are generally peranent in nat#re and are in effect #ntil rescinded.
5. DECS M! )or% ,) These are$+iss#ances containing certain instr#ctions and inforation which are teporary in nat#re and are #s#ally applica%le only d#ring the year of iss#ance. These incl#de anno#nceent of conferences, seinars, e$ainations, s#r/eys, copetitions and cele%rations. >. @,&&!*#$" These are priarily info rati/e iss#ances. These incl#de ed#cational stati stics, statistics, c#rric#lar aterials, and professional papers, on acadeic, ind#strial, health concerns, etc. )!2S eoranda, orders, %#lletins are n#%ered consec#ti/ely starting with the first iss#ance in Gan#ary e/ery year.
8. U$$,)!r!+ M!)or%$+,)"
5t contains instr#ctions or inforation which is liited in application and concerns only a few regions or offices. =. O#! Or+!r" 5t contains policies
Nnown as the E+,%*#o$%& M%$%!)!$* I$or)%*#o$ S0"*!)F 5t pro/ides inforation to ed#cation adinistrators in the planning and deli/ery of ed#cational ser/ices. 12. D%*% @,&&!*#$ 5t is the final o#tp#t of the !M5S at the district, di/ision and regional le/els. 13. No*!" o$ *7! S,"0"*!)" o EMIS P#pil
PT2015
1. No*!" o$ *7! Pr!(%r%*#o$ %$+ Corr!"(o$+!$! &here a letter or endorseent re#ires ore than one 81; sheet, the page n#%er sho#ld %e • •
indicated at the top of the page. !nclos#res to correspondence sho#ld %e indicated
•
page. The #se of the first and second persons when reference is ade to the writer and to the
•
•
•
recipient sho#ld %e a/oided. The content of a co#nication sho#ld %e liited to only one 81; s#%ect. / higher authority should be addressed as >$ir? or >8adam? n addressing one of the e:ual ran= or a subordinate, the less formal salutation of >ear
$ir? and >ear 8adam? may be used. he complimentary close of formal official letters should be >3ery truly yours? !n/elopes of official correspondence sho#ld %e plainly addressed and sho#ld identify the sender. 5n official correspondence, the nae of the office sho#ld %e #sed not the nae of the official #nless e$pressly necessary for identification p#rposes. n writing a memorandum, use >o? if it is addressed to an employee of a lower ran=. n writing a memorandum, use >7or? if it is addressed to an employee of a higher ran=. n ma=ing an endorsement, use >4espectfully forwarded? to an office of higher ran=. n ma=ing an endorsement, use >4espectfully transmitted? to an office of e:ual ran=. n ma=ing an endorsement, use >4espectfully referred? to a subordinate office.
14. U$+!r-!$+or"!)!$* "0"*!) This eans that an endorseent ay%e written on the space following the concl#sion of a letter or preceding endorseent, or it ay coence on a new set of paper. 15. Co$*!$*" No*!+ 5t is written, indicated and signed %y the sender where no new significant inforation or opinion is gi/en. $uch action should not go beyond the fifth endorsement. 1>. No*! o$ S#$#$ Pro*oo& !$cept when re#ir ed %y law or reg#lation, and as ay %e e$pedient, any written action or •
decision must hae no more than three (") initials or signature.
PT2015
CHAPTER VI: A+)#$#"*r%*#! F,$*#o$" Po&##!" %$+Pro!+,r!" T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*"
1. Pro,r!)!$* 5t is synonyo#s to p#rchase or the act of %#ying s#pplies, aterials and e#ipent essential for go/ernent operations. 2. Pro,r!)!$* P&%$$#$ 5t is the first step in the proc#reent process. 3. No*!" o$ *7! APP 5t is known as the A$$,%& Pro,r!)!$* Pror%)F. • 5t is referred to the itemi
estimated :uantity, estimated cost, description of supplies together with the balance on hand, if any. •
5t is prepared and s#%itted to the departent of ?#dget and Manageent as part of the work and financial plan on or %efore the end of 4o/e%er.
. P,&# @#++#$ 5t is the ethod of proc#reent where%y the office iss#es I$#*%*#o$ *o @#+F to prospecti/e s#ppliers of aterials, e#ipent and ser/ices. 4. EB!,*#! Or+!r No. 391 S!*#o$ 1 5t says that, no contract for p#%lic ser/ices or for f#rnishing s#pplies, aterials and e#ipent to the go/ernent or any of its agencies shall %e renewed or entered into witho#t p#%lic %iddingF #nless otherwise with the stip#lated e$ception. 5. E)!r!$0 P,r7%"! This is done thro#gh the direct re#isition or orders thro#gh can/ass of prices of at least three 80; %onafide dealers which is resorted to the e$ceptional #rgent or a%sol#tely indispensa%le to pre/ent iediate danger to or loss of life. D#r!* o$*r%*#$ ;"#$&! "o,r! (ro,r!)!$*< %$+ +#r!* (,r7%"! 5t does not re#ire ela%orate %idding doc#ents. The selected an#fact#rer
8. Pro,r!)!$* S! r#! t is now under the ;8 with the abolition of the 0eneral serices /dministration under 9xecutie 'rder *o. #5, dated @uly #, 1.
PT2015 =. EB!,*#! Or+!r 34= ;+%*!+ J,$! 2 1=8=< 5t prescri%es the g#idelines and proced#res in the ipleentation of !$ec#ti/e Order *D in the operation of the proc#reent syste coon3#sed office s#pplies, aterials and e#ipent.
1:. No*!" o$ *7! Pro7##*#o$" ;,$+!r *7! M%$,%& o Pro,r!)!$* COA-PTTF< !ntering into a contract witho#t appropriation. • Splitting of re#isition • Personal #se of property for the f#rtherance of pri/ate interest. • •
5rreg#lar, #nnecessary, e$cessi/e, e$tra/agant and #nconsciona%le e$pendit#res or #ses of f#nds or property shall %e pre/ented. Irr!,&%r EB(!$+#*,r!" are inc#rred if esta%lished r#les, reg#lations, proced#ral g#idelines, principles or practices that ha/e gained recognition of law are not o%ser/ed. U$$!!""%r0 EB(!$+#*,r!"3 are those which co#ld not passed the test of pr#dence or diligence of a good father of a faily, there%y denoting non3responsi/eness to the e$igencies of the ser/ice. EB!""#! !B(!$+#*,r!" are e$penses inc#rred at an ioderate #antity and e$or%itant price.
11. Pro(!r*0 C,"*o+#%$"7#( This refers to the g#ardianship of go/ernent property %y the acco#nta%le person. 5t incl#des the
receipt of s#pplies, aterials andthe e#ipent, safekeeping, iss#ance, repair of e#ipent. 5t also incl#des acco#nta the %ility, responsi%ility and lia%il ityand of aintenance acco#nta%l e officers arising fro loss, is#se, daage, or deterioration of go/ernent property d#e to fa#lt or negligence in safekeeping thereof. 12. G!$!r%& For) No. 4> ;A< 5t is a for accoplished iediately after appointent
1+. R!,#"#*#o$ %$+ I"",! Vo,7!r ;RIV; This contains, aong other things, the #antity description, kind of aterials needed, the p#rpose, the signat#re of the re#isitioning officer and the a#thoriIed appro/ing official concerned. 14. M!)or%$+,) R!!#(* ;MR< This is prepared to co/er the transfer of sei3e$penda%le, non3e$penda %le s#pplies or property fro the head of the departent or office for the re3iss#e to the end3#ser. 15. P70"#%& I$!$*or0 o Pro(!r*0 5t is an indispensa%le proced#re for checking the integrity of property and c#stodianship. 1>. D#"(o"%&
PT2015 5t is traditionally refers to the sale or destr#ction of assets and property, which are #nser/icea%le and are no longer needed in its operation. 18. G!$!r%& For) 1>-A This for is #sed in the disposal and condenation of #nser/icea%le e#ipent, %#ilding and other physical str#ct#res incl#ding s#pplies in stock acco#nts. 1=. G!$!r%& For) 5-A ;R!(or* o W%"*! M%*!r#%&"< This for co/ers daaged e#ipent spare parts. 5t is #sed for the disposal of waste aterials which res#lt fro the cons#ption or #tiliIation of e$penda%le aterials , and co/ers daaged e#ipent parts, epty containers and renants sal/aged fro destroyed or daaged fi$ed assets. 29. @%r*!r
5t is a odified for of transfer of propertyF wherein an agency transfers property to another go/ernent agency in e$change for another piece of property. 21. P,&# @#++#$ 5t ay %e done thro#gh the sealed p#%lic %idding or when circ#stances warrant %y /i/a /oce. 22. N!o*#%*!+ "%&! 5t is resorted as a conse#ence of failed p#%lic %idding.
23. No*!" o$ Co$+!)$%*#o$ %$+ D!)o&#*#o$ o S7oo& @,#&+#$" A school %#ilding which has %ecoe #ns#ita%le, dilapidated and /7o"! r!(%#r /#&& o"* 49 or )or! *7%$ *7! o"* o *7! $!/ ,#&+#$ *o r!(&%! #* sho#ld %e recoended for condenation or deolition. Pro/isions@ The school head reports the #nser/icea%le %#ilding to %e condened %y accoplishing • •
G!$!r%& For) No. 1>-;A< #$ "!!$ ;>< o(#!"and s#%itting it to the S)S. The S)S sends a tea to check and /erify th e condition of the %#ilding. The tea shall %e
coposed of the representati/es of the S#perintendent, 2ity or M#nicipal !ngineer and the •
2OA as witness. After checking and /erification, the tea s#%its to the S)S its findings and
•
recoendation
• •
2ity
2. No*!" o$ D#"(o"%& Co))#**!!
!$ec#ti/e Order 4o. 00:- dated March D, 1--= reconstit#ted the 2oittee on )isposal
PT2015 as pro/ided #nder !.O. 4o. DDD. 2hairan A senior official with f#nctions not lower than the le/el of an assistant Secretary • for a )epartent and )irector for a %#rea#
Me%er Head of the )epartentCs adinistrati/e ser/ices or head of the agencyCs Adinistrati/e )i/ision.
•
Me%er Head of the Property "nit 8M.O. 4o. *:, s. 1-D0;
24. No*!" o$ D#"#(&#$#$ A,*7or#*0 •
A#thority to e$ercise #ltiate power to in/estigate the offending officer and eployee and ipose the corresponding penalty for the offense coitted is /ested only on one officer in an office referred to in the 2i/il Ser/ice )ecree of the Philippines as the +#"#(&#$! %,*7or#*0F and the power /ested in hi
•
The appointing a#thority has %een gi/en the conc#rrent disciplinary #risdiction o/er his
##6+, otherwise =nown as the iil $erice Aaw ;. •
O$ O*o!r 5 1=>4 R.A. No. 599 /%" ,r*7!r %)!$+!+ 0 *7! Pr!"#+!$*#%& D!r!! No.
. 89> o*7!r/#"! $o/$ %" *7! C##& S!r#! D!r!! o *7! P7#&#((#$!" •
•
R!(,&# A* No. 599 S!*#o$ 3>pro/ides that, an investigation may be entrusted to the Regional Directors or similar officials who shall make necessary report and recommendations to the head of office or department” .
The (o/!r *o +#"#(&#$! is an inherent right and duty in every organization for without it,
the very aims and purpose for which it was organized cannot be truly achieved . And in the e$ercise of this power, the adinistrators find thesel/es %o#nd %y restricti/e legislation. *=. No*!" o$ K#$+" o D#"#(&#$! Po"#*#! +#"#(&#$!
6
5t is /iewed fro the standpoint of the indi/id#al proceeds fro within and to a large e$tent is ha%it#al reaction to esta%lished /al#es, c#stos, traditions, and reg#lations.
6
5t tends to proote eotional satisfaction, or in other words, satisfies, driesF.
N!%*#! +#"#(&#$!
PT2015 6
5t in/ol/es force or soe o#tward infl#e nce in its e$tree for, proceeds on the theory that copliance is sec#red %y the #se of p#nishent or %y fear of penalties
6
5t is referred also as disciplinary actionF.
6
5t is referred to as the adinistrati/e steps taken to correct eployeeCs is%eha/iors related to o% perforance.
2>. No*!" o$ *7! U",%& For)" o P,$#"7)!$*" W%r$#$ or r!(r#)%$+
5t is the least se/ere penalty and in the aority of instance a repriand ay pro/ed s#fficient. R!%""#$)!$* A second ild for of p#nishent wherein fre#ently resorted to in the case of field workers and others who can %e o/ed witho#t disr#pting the ser/ice concerned. D!)!r#*" or r!+,*#o$ A penalty which res#lts fro the perforance rating of the eployee ay%e se/ere since it ayis serio#sly hiseploy progr ess a %etter 5n ost cases, of d#ty recordedretard of the ee toward and taken into position. consideration at the tieanyof%reach possi%le prootion. S,"(!$"#o$
This is witho#t pay and is considered se/ere since the eployee does not report to work for a tie and does not recei/e the #s#al pay. D!)o*#o$ 5t is with a red#ction of pay and the eployee who s#ffers fro it is s#%ected to a contin#ing penalty since his onthly earnings are peranently less than %efore action was taken. 5n addition, the stiga is greater than the new d#ties to which he is assigned ay %e less agreea%le. 5t is #sed with ca#tion, as it in/ari a%ly res#lts in %reaking the spiri t and lowering the orale of the eployee. D#")#""%&
t is the most extreme penalty. t results not only in loss of income and status but also in the loss of other priileges. 28. Pr!"#+!$*#%& D!r!! No. 89> Ar*#&! = S!*#o$ 35;%<
5t pro/ides that, no officer or employee in the iil $erice shall be suspended or dismissed except for cause as proided by law and after due process F. 2=. No*!" o$ *7! DECS R,&!" %$+ Pro!+,r!
PT2015 •
)!2S #les and Proced#re shall address the #rgent need to rationaliIe and systeatiIe the cond#ct of the proceedings to e$pedite the resol#tion of coplaints and grie/ances in/ol/ing officials and eployees of the )!2S.
•
)!2S #les and Proced#re shall li%erally %e constr#ed in order to affect an e$peditio#s and #st settleent disp#tes.
•
Adinistrati/e in/estigation shall %e cond#cted witho#t necessarily adhering to the technical r#les of proced#re applica%le to #dicial proceedings.
39. Gr#!%$!
Shall refer to e$pressed dissatisfactions that arise fro the working conditions, relationships or stat#s aong co3workers that are %elie/ed to %e wrong, #nfair, ignored, or dropped witho#t d#e consideration. 31. Gr#!%$! Pro!+,r!
Shall refer to the a worka%le proced#re for deterining or pro/iding the %est way to reedy the specific ca#se or ca#ses of the grie/ance. 4OT!S@ •
&hen the dissatisfaction calls for disciplinary action, it shall not %e considered as grie/ance. 5t shall %e %ro#ght as an adinistrati/e disciplinary case in accordance with )!2S Man#al *::: Section 0.
•
he 0rieance ommittee shall render its decision within fie (5) days from receipt of the grieance in writing. The decision shall %e in writing and shall contain all rele/ant facts and circ#stances as well as the law or r#le that was applied.
32. No*!" o$ Pro(!r S,!*"O!*" o Gr#!%$!" •
"nsatisfactory working conditions
•
5proper, tedio#s or la%orio#s work assignents
•
7a#lty tools or e#ipent
•
"nsatisfactory personnel and
•
5proper placeent and selection of personnel
•
5proper appreciation of the factors relati/e to lay3offs, prootions, salary increases and transfers.
•
Ar%itrary e$ercise of discretion
PT2015 •
5nterpersonal relationships
•
Policies, practices and proced#res which affect eployees
•
Any and all atters gi/ing rise to eployee dissatisfaction
33. No*!" o$ A+)#$#"*r%*#! D#"#(&#$%r0 C%"!" •
A+)#$#"*r%*#! +#"#(&#$%r0 %"!is one wherein an official or eployee of the go/ernent
is prosec#ted fro an act or oission p#nisha%le as a non3penal offense as pro/ided for in the 2i/il Ser/ice Law, Adinistrati/e 2ode, and other laws pertaining to p#%lic officers and ci/il ser/ice eployee. *on-penal offenses are also =nown as administratie offenses. •
Adinistrati/e case ay %e coenced either %y the )isciplining A#thority of the )!2S with a motu propio coplaint or %y any other person with an ordinary coplaint file d with the )isciplining A#thority.
he isciplining /uthority in the 9$ shall be the $ecretary. 4egional irectors shall also act as the isciplining /uthority in their respe ctie regions. he &resid ent is the isciplining /uthority for presidential appointees. he $ecretary is duly authori
An ordinary coplaint shall %e in writing, #nder oath and shall %e written in a clear, siple, concise lang#age and in systeatic anner as to apprise the ci/il ser/ant concerned of the nat#re and ca#se of the acc#sation against hi or her and to ena%le hi or her to prepare his or her defense and answer.
/n ordinary complaint shall hae the following contentsC
6
The f#ll nae
6
The f#ll nae
6
A narration of the rele/ant and aterial facts which shows the acts or oissions allegedly coitted %y the ci/il ser/ant.
6
A stateent that no other adinistrati/e action or coplaint against the sae party in/ol/ing the sae acts or oissions and iss#es has %een filed %efore another agency or adinistrati/e tri%#nal.
34. Pr#)% %#!
PT2015 5t e$ists when there is a s#fficient gro#nd to engender a well3fo#nded %elief that an adinistrati/e offense has %een coitted and that the respondent is pro%a%ly g#ilty thereof and sho#ld %e ade s#%ect of a foral charge. NOTE: If the complaint is dismissed due to lack of prima facie case, the complainant may file a petition for review with the Secretary within fifteen !"# days from the receipt of the order of dismissal$ %he resolution of the Secretary on the petition shall be final$
35. Pr!&#)#$%r0 I$!"*#%*#o$ 5t is an in#iry or proceeding where%y the coplainant and the respondent are gi/en the opport#nity to s#%it their affida/its and co#nter3affida/its, as well as of their witnesses. 7ail#re of the respondent to s#%it his or her co#nter3affida/it shall %e constr#ed as a wai/er thereof. 3>. R!(,&# A* No. 5>9
5t is otherwise known as the, 8agna arta for &ublic $chool eachersF. 38. Or+!r o Pr!!$*#! S,"(!$"#o$
5t is iss#ed %y the )isciplining A#thority not earlier than the iss#ance of the foral charge. The Order shall take effect #pon the receipt of the respondent thereof. 3=. D!#"#o$
5t eans the ad#dication %y the )isciplining A#thority that the respondent is g#ilty or not g#ilty of the adinistrati/e offense charged, and the iposition of the penalty pro/ided for %y law on hi or her. 4OT!@ The )isciplining A#thority shall render the decision within thirty 80:; days fro the s#%ission of the report of the foral in/estigation. The decision shall %e in writing, personally and directly prepared %y the )isciplining A#thority and signed %y hi or her, and shall contain clearly and distinctly a stateent of the facts pro/ed or aditted %y the respondent and the legal %asis #pon which the decision is %ased.
9. No*! o$ D!#"#o$ o *7! R!#o$%& D#r!*or
The decision of the egional )irector shall %e final when the penalty iposed is any of the followingQ epriand • •
S#spension witho#t pay for ore than fi/e 8; days.
•
7ine e#i/alent to not ore than fi/e 8; daysC salary.
NOTE@ &hen the penalty imposed is suspension for a period of more than five "# days but
not more than si' (# months or fine equivalent to the salary for a period more than five "# days, the decision shall be appealable to the Secretary .
PT2015 The decision of the egional )irector shall not %e final #nless confired %y the Secretary when the penalty iposed is any of the followingQ •
Suspension without pay for more than si' (# months$
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Demotion
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)orced resignation
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Dismissal
%he decision of the Secretary shall be final and unappealable when the penalty imposed is any of the following* •
S#spension for not ore than thirty 80:; days.
•
7ine in an ao#nt not e$ceeding the salary for thirty 80:; days.
1. No*!" o$ Mo*#o$ or R!o$"#+!r%*#o$
The filing of a otion for reconsideration shall s#spend the regleentary period for an Adinistrati/e Appeal. 5n case that the said otion is denied, the respondent shall ha/e the reainder of the period for an Adinistrati/e Appeal, reckoned fro the receipt of the esol#tion of )enial. 4OT!@ The otion for reconsideration shall %e %ased only on any of the followingQ N!/ !#+!$! 7%" !!$ +#"o!r!+ /7#7 )%*!r#%&&0 %!*" *7! +!#"#o$ r!$+!r!+. T7! +!#"#o$ #" $o* ",((or*!+ 0 *7! !#+!$! o$ r!or+. Error" o &%/ or #rr!,&%r#*#!" 7%! !!$ o))#**!+ (r!,+##%& *o *7! #$*!r!"* o *7! )o%$*.
2. No*!" o$ A+)#$#"*r%*#! A((!%& •
Only the respondent has the personality to appeal a decision.
•
An appeal ade %y any other person shall %e disissed.
•
)ecisions rendered %y the egional )irector shall %e appealed to the Secretary.
•
)ecisions rendered %y the Secretary shall %e appealed to the 2i/il Ser/ice 2oission
3. No*!" o$ J,+##%& R!#!/
PT2015 •
A final #dgent or order %y the 2i/il Ser/ice 2oission ay %e appealed to the 2o#rt of Appeals %y a /erified petition for re/iew fifteen 81; days fro notice of the said final order or #dgent. The proceedings shall %e go/erned %y the #les of 2o#rt.
•
The decision of the 2i/il Ser/ice 2oission shall contin#e to %e e$ec#tor #nless a teporary restraining order or a writ of in#nction is iss#ed %y the 2o#rt of Appeals.
•
A final #dgent or order %y the 2o#rt of Appeals ay %e ele/ated to the S#pree 2o#rt thro#gh a petition of certiorari in accordance with the #les of 2o#rt.
CHAPTER VII: H,)%$ R!"o,r! M%$%!)!$* %$+ D!!&o()!$* Po&##!" T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*" 1. No*!" o$ *7! Co!r%! o *7! C##& S!r#! •
There are two general categories of ser/ice in the go/ernent as pro/ided for in $ection 6,
hapter #, ;oo= 3, 9xecutie 'rder ## . These are the %r!!r "!r#! and $o$-%r!!r "!r#!.
PT2015 •
C%r!!r S!r#! it is %ased on erit and fit ness deterined as far as the practical
copetiti/e e$ainations, as %ased on highly technical #alifications. •
Positions in the career ser/ice are gro#ped into 7irst Aeel &ositions, $econd Aeel
&ositions and hird Aeel &ositions. F#r"* L!!& Po"#*#o$" it incl#des clerical, trades, crafts, and c#stodial positions, entrance to
which re#ires less than fo#r 8+; years of college work.
he nature of wor= is sub-
professional or non-superisory. •
S!o$+ L!!& Po"#*#o$" it incl#des professional, technical, and scientific positions which
in/ol/e professional, technical and scientific work in non3s#per/isory or s#per/isory capacity and re#ires at least fo#r 8+; years of college work. •
T7#r+ L!!& Po"#*#o$" 3 it co/ers those in the career !$ec#ti/e Ser/ice which incl#de Q
#ndersecretary, assistant secretary, %#rea# director, assistant regional director, chief of departent ser/ice, schools di/ision s#perintendent, assistant schools di/ision s#perintendent and other officials of e#i/alent rank. •
department secretaries and their personal and confidential staffs, contractual personnel, emergency and seasonal personnel. No$-%r!!r S!r#! it inc l#des th e
2. No*!" o$ R!r,#*)!$* %$+ S!&!*#o$ •
R!r,#*)!$* 3 it is the process of searching for, and identifying o% candidates in s#fficient
#antity and #ality to eet c#rrent and f#t#re organiIation needs. •
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5f co/ered %y ep#%lic Act B:+1, the aca nt position shall be posted in three (") conspicuous places in the offices for a period of ten (1+) days . 6acant positions shall not %e filled3#p ten 81:; working days ha/e lapsed fro the tie of p#%lication.
n case of chain promotion, anticipated acancies may be published simultaneously with the existing acant position(s). 5n case of renewal of appointents, p#%lications ay %e done prior to its e$piration.
Dhen the position is in the first leel of the career serices becomes acant, selection is department-wide. &hen the positions in the career ser/ice %ecoe /acant, eployees, whether inc#%ents of ne$t3in3rank positions or not, who eet the ini# position re#ireent ay apply and %e considered for prootion
•
Dhen the position is in the second leel of the career serice becomes acant, selection is goernment-wide.
PT2015
3. No*!" o$ *7! Co)(%r%*#! D!r!! o Co)(!*!$! ,"!+ •
P!ror)%$! this is %ased on the last perforance rating. To #alify for prootion,
perforance ratings sho#ld at least %e 6ery satisfactory. •
O,*"*%$+#$
Ao)(&#"7)!$*
incl#des
accoplishents
worthy
of
special
coendations. •
R!&!%$* EB(!r#!$! %$+ S(!#%&#!+ Tr%#$#$" this consists of the perforance of
d#ties
E+,%*#o$ %$+ Tr%#$#$ education refers to the ed#cational %ackgro#nd, trainings refers
to the copletion
P70"#%& C7%r%*!r#"*#" %$+ P!r"o$%&#*0 Tr%#*" these refer to the physical fitness,
attit#des and personality traits of the applicant
Po*!$*#%& this takes into the acco#nt the applicantCs
. No*!" o$ I$"*r,)!$*"Too&" U"!+ •
M!r#* Pro)o*#o$ P&%$ it was iss#ed thro #gh 9$ 'rder *o. , s. 1" which pro/ides
g#idelines, policies and proced#res for recr#itent, selection and appointent. •
S0"*!) o r%$#$ Po"#*#o$" it was iss#ed thro#gh
9$ 'rder *o. 5!, s. 1" which
incl#des alignent of positions into their hierarchical order in f#nction and grade allocation and sets of criteria and proced#res in ranking of applicants
4. No*!" o$ Do,)!$*" R!,#r!+ o *7! A((&#%$*C%$+#+%*! or R%$#$ •
P!r"o$%& D%*% S7!!* 8iil $erice 7orm #1#;
PT2015 C!r*##!+ *r,! o(#!" o *7! o&&o/#$ Tr%$"r#(* o R!or+" CSC R!(or* o R%*#$" C!r*##%*! o o)(&!*#o$ o %**!$+%$! #$ o$!r!$!*r%#$#$ (ror%)"!)#$%r/or"7o( C!r*##%*! o "7o&%r"7#( !$o0!+%/%r+" r!!#!+ Co)(&!*! "!r#! r!or+" L%*!"* (!ror)%$! r%*#$ For)" ,"!+ #$ !%&,%*#o$r%$#$ E%&,%*#o$ For) No". II %$+ III89$ 'rder *o. 5!, s. 1"; 5. No*!" o$ Co))o$ R!,#r!)!$*" or R!,&%r A((o#$*)!$*" •
For) The appointent in triplicate copies shall %e in the prescri%ed 2S 7orm ""(4eised
1) for the regular employees or the &lantilla 7orm ++1 for casual employees. Original copies shall not %e filled o#t #sing photocopied fors. •
S#$%*,r! o *7! %((o#$*#$ %,*7or#*0 3 The srcinal copy of the appointent #st %e
signed and at least the s#cceeding two 8*; copies initialed %y the appointing a#thority. •
Po"#*#o$ *#*&! The position title shall confor to the appro/ed Position allocation List. The salary grade shall %e indicated after the position title.
•
E)(&o0)!$* "*%*," The eployent stat#s shall %e indicated on the space pro/ided
thereof. •
D%*! o "#$#$ 5t is the date of the iss#ance of the appointent, shall %e indicated %elow
the signat#re or the initial of the appointing a#thority. •
P!r"o$%& D%*% S7!!* 8iil $erice 7orm #1# (4eised 1;
>. No*!" o$ E)(&o0)!$* S*%*," #$ G!$!r%& •
•
•
&ermanent /ppointment 5t is iss#ed to a person who eets all the ini# #alification re#ireents of the position to which he is %eing appointed incl#ding the appropriate eligi%ility. emporary /ppointment 5t is iss#ed to a person who, e$cept for the appropriate eligi%ility, eets all other re#ireents the ed#cation, e$perience, and training re#ireents for the position to which he is %eing appointed. $ubstitute /ppointment 5t is iss#ed when the reg#lar inc#%ent of a position is teporarily #na%le to perfor the d#ties of his position, as when he is on appro/ed lea/e of a%sence
PT2015 •
•
•
oterminous /ppointment 5t is iss#ed to a person whose entrance and contin#ity in the ser/ice is %ased on the tr#st and confidence of the appointing a#thority or head of #nit or co3 e$istential with the inc#%entQ or liited %y the d#ration of the proectsQ or co3e$istent with the period for which an agency or office was created. ontractual /ppointment 5t is iss#ed to a person who shall #ndertake a specific work or a o% for a liited period not to e$ceed one 81; year. The incl#si/e period shall %e indicated on the appointent for p#rposes of crediting ser/ices. asual /ppointment3 5t is iss#ed only for essential and necessary ser/ices where there are not eno#gh reg#lar staffs to eet the deands of the ser/ice.
8. No*!" o$ *7! E)(&o0)!$* S*%*," o T!%7!r" •
•
•
4egular &ermanent 5t is iss#ed to a teacher who eets all the re#ireents of the position. &roisional 5t is iss#ed to a teacher who eets all the re#ireents of the position e$cept of the eligi%ility. $ubstitute 5t is iss#ed to a teacher when the reg#lar inc#%ent is teporarily #na%le to perfor the d#ties of the position.
=. No*!" o$ N%*,r! o A((o#$*)!$* •
•
'riginal 5t refers to the initial entry into the career and non3career ser/ice. Howe/er, for those in the career ser/ice , the first six (6) months of serice following an srcinal appointment shall be probationary in nature and the appointee shall undergo a thorough character inestigation. A pro%ationer ay %e dropped fro the ser/ice for #nsatisfactory cond#ct or want of capacity anytie %efore the e$piration of the pro%ationary period. S#ch action is appeala%le to the 2i/il Ser/ice 2oission. &romotion 5t is the ad/anceent of the eployee fro one position to another with an increase in d#ties and responsi%ilities and #s#ally accopanied %y an increase in salary.
•
ransfer 5t is the o/eent of eployee fro one position to another which is of e#i/alent rank, le/el or salary witho#t the %reak in ser/ice.
6
The transfer ay %e fro one departent or agency to another or fro one organiIational #nit to another in the sae departent or agency. Any o/eent fro non3career to the career ser/ice shall not %e considered a transfer.
6
An eployee who seeks to transfer to another office shall first sec#re perission fro the head of the departent or agency where he is eployed stating the effecti/e date of his transfer. 5f the re#e st of transfer is not granted %y the head of office where is
PT2015 eployed, it shall %e deeed appro/e after thirty 80:; days fro the date of notice to the agency head.
6
•
f the employee fails to transfer on the specified date, he shall be considered resigned and his reemployment shall be at the discretion of the head of office . A transfer is effecti/e on the day following the last day of ser/ice of the eployee in his forer office.
4eemployment 5t is reappointent of a person who has %een pre/io#sly appointed to a position in the career or non3career ser/ice and was separated therefro as a res#lt of red#ction in force, reorganiIation, retireent, /ol#ntary resignation, non3disciplinary actions s#ch as dropping fro the rolls and other odes of separation. eeployent pres#pposes the gap in the ser/ice. 4o prior a#thority shall %e re#ired for the reeployent of a person who has %een pre/io#sly retired and who has not reached the cop#lsory retireent age of =.
•
•
•
4eappointment 5t is the re3iss#ance of an appointent d#ring reorganiIation, de/ol#tion, salary standardiIation, re3nationaliIation or siilar e/ents. eeployent pres#pposes the gap in the ser/ice. 4einstatement 5t is the iss#ance of an appointent to a person who has %een pre/io#sly appointed to a position in the career ser/ice and who has thro#gh no delin#ency or iscond#ct, %een separated therefro or to one who has %een e$onerated of the adinistrati/e charges #nless the decision e$onerating hi specifies restoration to his pre/io#s station. An eployee who has %een e$onerated or who has %een illegally terinated is deeed not to ha/e left the ser/ice. 4enewal 5t refers to the s#%se#ent appointent iss#ed #pon the e$piration of the contract#al
19. No*!" o$ C7%$! o S*%*," •
•
•
emporary to &ermanent 5t is iss#ed to a teporary eployee when he ac#ires the appropriate eligi%ility or %ecoes f#lly #alified for the position to which he is appointed. &roisional to regular (permanent) 5t is iss#ed when a pro/isional teacher #alifies and is registered as a professional teacher. emotion 5t is the o/eent of an eployee fro one position to another with red#ct ion in salary and is not discip linary in nat#re. 5n case a deotion in/ol/e s red#ction in salary and is non3disciplinary, a written consent shall %e sec#red fro the deoted eployee.
11. U(r%+#$ R!&%""##%*#o$
PT2015 5t refers to the change in position title with the corresponding increase in salary grade. This re#ires an iss#ance of appointent.
12. No*!" o$ O*7!r P!r"o$$!& Mo!)!$*" •
•
•
4eassignment 5t is the o/eent of an eployee fro one organiIational #nit to another in the sae departent or agency which does not in/ol/e a red#ction in rank, stat#s or salary. etail 5t is the teporary o/eent of an eployee fro one departent or agency to another office or agency and does not in/ol /e a red#ction in rank, stat# s or salary. The detailed eployee recei/es his salary fro his other #nit or agency. etail shall be allowed only for a maximum period of one (1) year in the case of the employees occupying professional, technical or scientific. )etail %eyond one 81; year ay %e allowed pro/ided it is with consent of the detailed eployee. $econdment 3 5t is the o/eent of an eployee fro one departent or agency to another which is teporary in nat#re which ay either in/ol/e increase in copensation and %enefits. Acceptance thereof is /ol#ntary on the part of the eployee.
4OT!@ 4enewal of (temporary) appointments re:uire prior publication under 4epublic /ct +!1 13. Jo Ro*%*#o$
5t is the se#ential or reciprocal o/eent of an eployee fro one office to another or fro one di/ision to another within the sae agency as a eans of de/eloping and enhancing the potentials of people in an organiIation %y e$posing the to other work f#nctions in the organiIation. 1. D!"#$%*#o$
5t is erely an iposition of additional d#ties to %e perfored %y a p#%lic official with corresponding title, or position which is teporary and can %e terinated anytie at the pleas#re of the appointing a#thority. 14. No*!" o$ Mo+!" o S!(%r%*#o$ •
•
4esignation 5t is the relin#ishing of oneCs position fro an agency or departent. ropping from the 4olls 5t is where officers and eployees who are either ha%it#ally a%sent or ha/e #nsatisfactory or poor perforance or ha/e shown to %e physically and entally #nfit to perfor their d#ties ay %e dropped fro the rolls. NOTE: /n official or employee who is gien two (#) consecutie unsatisfactory ratings may be
dropped from the rolls after due notice.
PT2015 •
An officer who is contin#o#sly a%sent for ore than one 81; year %y reason of illness ay %e declared physically #nfit to perfor his d#ties and the head of the office in the e$ercis e of his so#nd #dgent ay conse#ently dropped hi fro the rolls.
•
An officer or eployee who is interittently a%sent %y reason of illness for at least twenty 8*:; working days d#ring a *+3onth period ay also %e declared #nfit %y the head of office.
•
An officer or eployee who is %eha/ing a%norally for an e$tended period which anifests contin#ing ental disorder and incapacity to work as reported %y his co3workers or iediate s#perior and confired %y the head of office, ay likewise %e dropped fro the rolls.
15. R!(,&# A* No. 1989
5t pro/ides that the naes of those who passed the %ar or %oard of e$ainations shall %e a#toatically entered in the corresponding register of eligi%les. 1>. Pr!"#+!$*#%& D!r!! =9>
5t pro/ides a#toatic eligi%ility to those who are honor grad#ates s#%ect to the pro/isions of this Act as aended. 18. R!(,&# A* No. >835
5t is otherwise known as the &hilippine &rofessionali
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All regions and di/isions shall set aside fie (5) percent of 8''9 budget for 24 trainings to ass#re the planning of realistic res#lts3oriented and rele/ant training proposals.
nduction &rogram 5t refers to the progra for new entrants in go/ernent to de/elop their pride, sense of %elonging and coitent to the p#%lic ser/ice. 'rientation &rogram 5t refers to the acti/ities and co#rses designed to infor new eployees a%o#t agency
PT2015 •
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9mployee eelopment &rogram 5t refers to the co#rses aied at aintaining a high le/el of copetence on %asic workplace skills aong eployees at the first le/el in the career ser/ice. 8iddle-management eelopment &rogram 5t refers to a set or series of planned h#an reso#rce inter/entions and training co#rses desi gned to pro/ide di/isi on chiefs and other officials copara%le rank with anageent and adinistrati/e skills and to prepare the for greater responsi%ilities. 3alues eelopment &rogram 5t refers to co#rses which are designed and harness to p#%lic ser/ice /al#es of participants to %e effecti/e go/ernent ser/ice. 9xecutie eelopment &rogram 5t refers to acti/ities and e$periences, and contin#ing ed#cation in tended to enhance the anagerial skills of go/ernent officials or e$ec#ti/es who %elong to the third le/el. areer &athing &rogram 5t is a set of professional acti/ities on the skills and capa%ilities of an eployee to enhance and a$iiIe his professional growth and prootion in the ser/ice.
29. No*!" o$ E)(&o0!!" W!&%r! @!$!#*" I$!$*#!" R!o$#*#o$"%$+ A/%r+" •
5n general, appointie officials up to the leel of heads of executie departments, heads of
departments, undersecretaries and employees of the goernment whether permanent, temporary or casual who render wor= during the prescribed office hours , shall %e entitled with 1 days /acation and 1 days sick lea/e ann#ally with f#ll pay e$cl#si/e of Sat#rdays, S#ndays and p#%lic holidays, witho#t liitation as to the n#%er of days of /acation and sick lea/e they ay acc##late. •
!ployees rendering ser/ices on part3tie %asis are entitled to /acation and sick lea/e %enefits proportionate to the n#%er of work ho#rs rendered. / part-time employee who renders four (!) hours of wor=, fie (5) days a wee= or a total of #+ hours a wee=s, is
entitled to .5 days acationand .5 days of sic= leae annually with full pay. 8arried women in the goernment serice who hae rendered an aggregate of two (#) or more years of serice shall, in addition to the acation and sic= leae granted them, be entitled to maternity leae of sixty (6+) calendar days with full pay. •
8aternity leae of those who hae rendered one (1) year or more but less than two (#) years of serice shall be computed in proportion to their length of serice, proided, that those who hae sered for less than one (1) year shall be entitled to 6+-days leae with half pay.
PT2015 •
The enoyent of aternity lea/e cannot %e deferred, it sho#ld %e a/ailed either %efore or after the act#al period of deli/ery in a contin#o#s and #ninterr#pted anner, not e$ceeding =: calendar days.
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9mployees who render less than two (#) years of serice may only receie full pay for a number of days based on the ratio of 6+ days to two (#) years of serice .
- married woman employee is entitled to maternity leave of absence with pay even if she has a pending administrative case$
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Married woen who are contract#al eployees whether or not recei/ing *:> prei# on their salary, shall %e entitled to aternity lea/e %enefits like the reg#lar eployees, in accordance with the pro/isions of Section 18 R,&! 6VI CSC-MC No. 1 ". 1==8. E!r0 )%rr#!+ )%&! !)(&o0!! #" !$*#*&!+ *o (%*!r$#*0 &!%! o "!!$ ;>< /or#$ +%0" or *7! #r"* o,r ;< +!&#!r#!" o 7#" &!#*#)%*! "(o,"!.
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L!#*#)%*! "(o,"! refers to a woman validly entered a contract of marriage with male
government employee availing the paternity leave benefits under the .aw. M%rr#!+ )%&! !)(&o0!!" /#*7 )or! *7%$ o$! ;1< &!%& "(o,"! "7%&& ! !$*#*&!+ *o %%#& o (%*!r$#*0 &!%! or %$ %"o&,*! )%B#),) o o,r ;< +!&#!r#!" r!%r+&!"" o /7#7!!r "(o,"! #!" #r*7. •
T7! #r"* o *7! o,r ;< +!&#!r#!" "7%&& ! r!o$!+ ro) *7! !!*##*0 o *7! P%*!r$#*0 L!%! A* o$ J,&0 14 1==5.
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Paternity lea/e of se/en 8B; days shall %e non3c##lati/e and strictly non3con/erti%le to cash.
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'fficials and employees, except teachers and those coered by special leae laws granted the following lea/e pri/ileges s#%ect to the conditions here#nder statedQ
6
7#neral<o#rning lea/e
6
9rad#ation lea/e
6
!nrolent lea/e
6
&edding
6
?irthday lea/e
6
HospitaliIation lea/e
6
Accident lea/e
6
elocation lea/e
, are
PT2015 6
9o/ernent transaction lea/e
6
2alaity lea/e
hat the official%employee may be granted a maximum of three (") days within a calendar year of any or combination of special leae priileges of his choice which he could opt to aail of. •
%hat the official/employee shall submit the application for the said special leave privileges at least one !# week prior to its availment e'cept in emergency cases$ O##%&" %$+ !)(&o0!!" #$ *7! %r!!r %$+ $o$-%r!!r "!r#! /7!*7!r (!r)%$!$* *!)(or%r0 %",%& or o*!r)#$o," /7o 7%! %,),&%*!+ #*!!$ ;14< +%0" %r! %&&o/!+ *o )o$!*#! % )#$#),) o *!$ ;19 < +%0" (ro#+!+ *7%* %* &!%"* #! ;4< +%0" #" r!*%#$!+ %*!r )o$!*#%*#o$ %$+ (ro#+!+ *7%* % )%B#),) o *7#r*0 ;39< +%0" )%0 ! )o$!*#!+ #$ % #!$ 0!%r.
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%he mandatory annual five "#0day vacation leave shall be forfeited if not taken during the year. Terinal lea/e is applied for %y an official or an eployee who intends to se/er his connection with his eployer.
eachers who hae at least seen () years of continuous serice are entitled to study leae of absence with pay not exceeding one (1) school year subject to approal of the head of office. •
An indefinite sick lea/e of a%sence shall %e granted to teachers when the nat#re of the illness deands a long treatent that will e$ceed one 81; year at the least.
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T!%7!r" %%*#o$ "!r#! r!+#*" refer to the leave credits earned during summer or hristmas vacation, as authorized by proper authority$
The "*,+0 &!%! is a time off from work not e'ceeding (# months with pay for the purpose of
assisting qualified officials and employees to prepare for their bar/board e'aminations or complete their masteral degree. A&& %((&#%*#o$" or "# &!%! o %"!$! or o$! ;1< ,&& +%0 or )or! "7%&& ! )%+! o$ *7! (r!"r#!+ or) %$+ "7%&& ! #&!+ #))!+#%*!&0 ,(o$ !)(&o0!!" r!*,r$ ro) ",7 &!%!. •
4otice of a%sence, howe/er, sho#ld %e sent to the iediate s#per/isor and
/pplication for sic= leae in excess of fie (5) successie days shall be accompanied by a proper medical certificate.
PT2015 •
-bsence on a regular day for which suspension of work is announced$ Dhere an official or an employee fails to report to wor= on a regular day for which suspension of wor= is declared after the start of the regular wor=ing hours, he shall not be considered absent for the whole day. Instead, he shall only be deducted leave credits or the amount corresponding to the time when official working hours start up to the time of suspension of work is announced$ T7! o##%&!)(&o0!! /7o 7%" r!%7!+ *7! o)(,&"or0 r!*#r!)!$* %! o "#B*0 ;59< ,* /7o"! "!r#! 7%" !!$ !B*!$+!+ 0 *7! Co))#""#o$ or %$o*7!r "#B ;5< )o$*7" $o &o$!r !%r$" &!%! r!+#*". A$ o##%& or !)(&o0!! /#*7 (!$+#$ %+)#$#"*r%*#! %"!" #" $o* %rr!+ ro) !$o0#$ &!%! (r##&!!".
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Teachers
e$posed to har dship to the plac e of worked de terined
%y the Secr etary of
!d#cation shall %e copensated hardship allowance e#i/alent to at least *> of their onthly salary 8R.A. 5>9 S!*#o$ 1= M%$% C%r*% or P,&# S7oo& T!%7!r"< •
Teachers assigned to places declared %y the President as calaity areas shall %e granted the e#i/alent of fie (5) days additional salary per month but payable only for the duration of
the calamity period 8R.A. 4> T7! S(!#%& E+,%*#o$ F,$+ A*;.
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%eachers e'posed to hardship or e'treme difficulty in the place of work and teachers assigned to handle multi0grade classes as determined by the Secretary of D1S shall be compensated special hardship allowance equivalent to at least 2"3 of the basic pay$
H%%r+ D,*0 P%0 This refers to the copensation prei# or allowance paid to officials
and eployees act#ally assigned or stationed in a work area which e$poses the to great danger, occ#pational risks, or perils in life.
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Pro+,*##*0 I$!$*#! @!$!#*" 5t shall%e %ased on the indi/id#al personnel prod#cti/ity
and perforance as e/al#ated and deterined %y the heads of the respecti/e offices
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C%"7 A&&o/%$! *o T!%7!r" 5t is pro/ided for the teachers for the p#rchase of the chalk,
erasers, fors, and other classroo s#pplies directly #sed shall %e paid only to classroo teachers.
PT2015 •
Y!%r-!$+ @o$," %$+ C%"7 G#*- All go/ernent personnel, whether appointed or electi/e
#nder reg#lar, teporary or cas#al stat#s and contract#al personnel whose eployent is in the nat#re of the reg#lar eployee, who are still in the serice as of 'ctober "1 each year , are granted with this incenti/e.
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A,*o)%*# A$$,#*0 Monthly pension is paid g#aranteed for fi/e 8; years fro the date of
retireent. After the fi/e 8; year period, payent of the onthly ann# ity contin#es if the retiree is still li/ing.
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F#!-Y!%r L,)( S,) This is a/aila%le only to those who are at least si$ty3three 8=0; years
of age or o/er on the date of retireent. After fi/e 8; years , if still li/ing, retiree is paid onthly ann#ity for life.
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I$#*#%& T7r!!-Y!%r L,)( S,) This is a/aila%le to those who are at least si$ty 8=:; years
of age on the date of retireent. The subsequent two0year lump sum is paid to the retiree on his (4rd birthday. . After fi/e 8; years, if still li/ing, retiree is paid onthly ann#ity for life.
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S%&%r0 A+,"*)!$* 5t is %ased on appro/ed !7 of Teachers Appropriation pro/ided
ann#ally in 9eneral Appropriations Act 89AA;.
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S*!( I$r!)!$* 5t shall %e granted to all deser/ing officials and eployees %ased on erit
and length of ser/ice. Appropriations pro/ided ann#ally in the 9eneral Appropriations Act 89AA;.
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DECS Pro#+!$* F,$+ 5t ais to pro/ide )!2S official and eployees %enefits and loans
for eergency needs, and that of their iediate dependents and that of their children, for their hospitaliIation, and that of their iediate dependents, and for other siilar p#rposes to %e deterined %y the ?oard of Tr#stees.
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DECS S7!&*!r Pror%) 3
5t ais to pro/ide afforda%le and decent ho#sing to eployees
thro#gh coordination with go/ernent ho#sing and financing instit#tions and pri/ate s#%di/ision de/elopers.
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A,*o)%*# U(r%+#$ o Po"#*#o$" or E&##&! P,&# S7oo& T!%7!r" *7ro,7 *7! ERF" S7!)! This is the automatic position upgrading granted to %eacher I who have
PT2015 rendered twenty 25# years or more with satisfa ctory teaching service without the need for filing an application for 1R) upgrading.
CHAPTER VIII: E+,%*#o$%& F%#&#*#!" T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*"
1. 4otes on the Mini# SiIe of the School sites •
4on3central school with one 81; or two 8*; classes only and no grade 56 :. hectare
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2entral school with si$ 8=; classes and non3central school with three to fo#r 803+; classes 1.: hectare
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Schools with se/en to nine 8B3-; classes *.: hectares
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Schools with se/en to twel/e 8B31*; classes 0.: hectares
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Schools with ore than twel/e 81*; classes +.: hectares
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4OT!@ 5n cases where there is diffic#lty in eeting the a%o/e standards, the following alternati/es are allowed. FOR RURAL AREAS 2entral school with si$ 8=; classes and non3central school with three to fo#r 803+; classes :. hectare
PT2015 •
Schools with se/en to twel/e 8B31*; classes 1. hectares
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Schools with ore than twel/e 81*; classes *.: hectares
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FOR UR@AN AREAS 2entral school with si$ 8=; classes and non3central school with si$ to ten 8=31:; classes :.
hectare •
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Schools with se/en to twenty 8B3*:; classes :.B hectares Schools with ore than twenty 8*:; classes 1.: hectares
FOR SECONDARY SCHOOLS ;UR@AN AREAS< 499 "*,+!$*" or &!"" 9.4 7!*%r! 491 "*,+!$*" *o 1 999 "*,+!$*"
1.9 7!*%r!
1 991 "*,+!$*" *o 2 999 "*,+!$*"
2.9 7!*%r!"
2 991 "*,+!$*" *o 3 999 "*,+!$*"
3.9 7!*%r!"
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FOR SECONDARY SCHOOLS ;RURAL AREAS< 9eneral<6ocational +.: hectares
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Agric#lt#ral
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7ishery, add for proects
.:hectares *.: hectares fresh3water fishpond
2. No*!" o$ Do$%*#o$U",r,* •
S#)(&! Do$%*#o$ 5t is one where%y a person disposes grat#ito#sly of a piece of land in
fa/or of the #nicipality, city, pro/ince or the ep#%lic of the Philippines. •
Co$+#*#o$%& Do$%*#o$ 5t is one in which iposes condition s#ch as, that the land should be used only for educationF. 5n s#ch case, the property is re/erted to the owner when its #se as stip#lated in the donation is changed.
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I$*!r #o" +o$%*#o$ 5t takes effect d#ring the lifetie of the donor.
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Mor*#" %,"% +o$%*#o$ 5t is when the donation took effect only after the donorCs death.
The donations sho#ld confor to the foralities re#ired of a last will.
3. No*!" o$ *7! EB*!r$%& Ar!%" #$ *7! S7oo& %$+ O*7!r Co$!r$"
PT2015 he tradition laboratory for agriculture, or what is traditionally =nown as the school garden, should be located on an area based on a minimum standard of !+ s:uare meters of space per pupil. •
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he allocation area for playgrounds which are needed for physical education actiities may be determined on the basis of a minimum standard for six (6) s:uare meters of space per pupil. The circ#lation area consists of the ain walk, the footpaths, and the dri/eway which are intended to facilitate o/eent within the school site.
he mainwal= , which is the primary access from the front gate to the main building, should at least three (") meters wide. he footpaths, which are the secondary access between the different
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he standard drieway, which is intended to sere ehicular traffic inside the school site, should at least three (") meters wide. As a general r#le, the top of the pole sho#ld %e higher than the %#ildi ng to gi/e the national flag d#e proinence. A flagpole sho#ld %e designed and constr#cted in a way that is easy to #se, and repair as well as contri%#te to the effecti/eness of the schoolCs /is#al Ione.
he signboard of the school should be of appropriate length and width to accommodate the name and loc ation of the school. he lettering, in simple bloc =, or 4oman style , should be big enough to be easily readable from the street at a distance of ten (1+) to twenty (#+) meters from the school. n a complete elementary school, there should be a building for ndustrial /rts%2ome 9conomics classes with a minimum standard area of #.5 s:uare meters per place, or approximately one hundred (1++) s:uare meters. he recommended orientation of a school building in the &hilippines is a *'42D9$ F D9$ to $'G29/$ F 9/$ axial direction, ta=ing into consideration of sunlight and the direction of preailing bree
PT2015 he minimum classroom si
The windows shall %e located on %oth of the longer side of the classroos, pro/ided with glass, steel, or wood alo#s ies. The window openings shall %e at least 1. eter s high, and fro col#n to col#n in width.
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The ceiling height of the roos with nat#ral /entilation shall not %e less than *.B: eters eas#red fro the floor to the ceiling, ceiling height not less than *.+: eters.
he ceiling should be a dropped ceiling. he roof should be a cathedral type. /t least two (#) exit doors are re:uired where the number of room occupants is oer fifty (5+) in the case of the classrooms, conference roomsHetc., a door shall not be less than #.1+ meters high and ++ millimeters wide. •
R!(%#r 5t in/ol/es reedial work done on any daage or deteriorated portion or portions
of a %#ilding to resto re to its srcinal condition. Propt attention on repair o%s will c#t down aintenance cost.
8inor repairs inoling not more than &hp 5++ +++.++ may be underta=en by the school head through the school administration, utili
R!$o%*#o$ 5t is applied to old school %#ildings which ha/e weathered the years, and
reained st#rdy, %#t need soe facelifting to restore to their srcinal condition. T7! P70"#%& %#&#*#!" oor+#$%*or "7%&& *%! 7%r! o *7! )%#$ *7! $!!""%r0 %rr%$!)!$*" or *7! #$",r%$! o %&& o!r$)!$* ,#&+#$".
*aming of a school after a liing person is prohibited by 4epublic /ct *o. 1+5, except where there is a special proision to name it so, as when so proided in the deed of donation. •
!(,&# A* >159 S!*#o$ ==;+< 5t is known as the Aocal 0oernment odeF, proides
that the Aocal $angguniang ;ayan has the power to change the name of the school
PT2015 through an ordinance and upon the recommendation of the $chool ;oard. /pproal of the $ecretary of education is no longer necessary . n consideration of the contents of 9$ *o. 1+, s. 11, >iscouraging the ndiscriminate 4enaming of &ublic $chools and olleges?, - a rationale for said change stating public achieement and recognition of the indiidual apart from donating the school site should be submitted. •
The proper height of the chalk%oard fro the floor to its top edge is deterined %y #ltiplying the ean standing height of the class %y constant 1.*.
he teacher-school librarian enrolment ratio shall be 5++ or less-one (1) teacher F librarian, 5+1 to 1 +++ F one (1) full time librarian and one (1) part-time teacher-librarian, 1 ++1 to # +++ F one (1) full time librarian and one (1) part time teacher F librarian, and # +++ and aboe, additional one (1) full F time librarian for eery 1 +++ additional enrollees. / teacher-librarian shall hae one (1) teaching loadC library orientation and literature appreciation for pupils from Iinder to 0rade 3, library lessons for 0rades 3 F 3, and how to do research for 2igh $chools. he library fund is 5 F 1+ percent of the school fund (based proportionately) as released by the iision office. •
The n#%er of %ooks in the classroo li%rary collection ay %e a ini# of fifty 8:; %ooks and a a$i# of one h#ndred 81::; %ooks, to %e replenished fro the school li%rary fro tie to tie.
he sharing of the gross income deried from the operation of the canteen shall be on a +%1++ basis, ninety percent (+J) for the cooperatie and ten percent (1+J) as the share of the school.
. No*!" o$ S,((&!)!$*%r0 M%*!r#%&" %$+ O*7!r Co$!r$" •
S,((&!)!$*%r0 M%*!r#%&" these are teacherCs de/ices other than te$t%ooks and TeacherCs
Man#als which aid in the teaching and
Print Materials These are either p#%lished or #np#%lished s#ch as general references and s#%ect area specific reference aterials that aid in the teaching and or learning concepts and skills.
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G!$!r%& R!!r!$!" These are specific aterials which pro/ide a /ariety of inforation
on topics of general interest.. These incl#de encyclopedias, dictionaries, year%ooks,
PT2015 %iographical dictionaries, %i%liographies, geographical so#rces, atlases, alanacs, serials and periodicals, and directories. •
S,!* Ar!% R!!r!$!"3 These are specific aterials which pro/ide inforation on
selected topics which are #sef#l to specific s#%ect areas. These incl#de %ooks in history, social sciences, skill %ooks, work%ooks, re/iewers, and ill#strations that deal with specific topic. •
•
No$-(r#$* M%*!r#%&" These are s#ppleentary de/ices other than print aterials s#ch as /ideo tapes, a#dio cassette tapes, fils, transparencies, and #ltiedia learning packages, that aid in the teaching and or learning of certain concepts and skills. DECS I$"*r,*#o$%& M%*!r#%&" Co,$#& S!r!*%r#%* ;IMCS< 5t is responsi%le for the
e/al#ation and appro/al of all instr#ctional aterials, print and non3print #sed in p#%lic schools, while e/al#ation of prices on s#ch aterials shall %e the responsi%ility of the Price 2oittee. •
T7! S(!#%& E+,%*#o$ F,$+ ; R!(,&# A* 4>< 5t was created to pro/ide additional
financial s#pport e$cl#si/ely for the p#%lic schools. •
A+o(* % S7oo& Pror%) 5t was esta%lished tro#gh R!(,&# A* 8424 which ais to
create #ltiple partnership with the %#siness sector, fo#ndations, non3go/ernent organiIations, and indi/id#als to tea3#p with )!2S in pro/iding the needed assistance and ser/ice to p#%lic schools. •
Foo+ %$+ N,*r#*#o$ P%%! 5t shall incl#de feeding a child for 1*: days within the
school year with foods enrich 0:: calories, /itains, iodine and iron. •
Do$or" C7o#! P%%! 5t shall co/er any kind of s#pport a donor wishes to gi/e the
instant adoption and types of assistance are artic#lated in a 8emorandum of Gnderstanding (8'G) %etween the donor and the school.
PT2015
CHAPTER I6: @UDGETING ACCOUNTING %$+ AUDITING RULES %$+ REGULATIONS T!r)" No*%*#o$" %$+ I)(or*%$* Co$!(*" 1. @,+!* Pr!(%r%*#o$ •
This co/ers estiation of go/ernentCs re/en#es, the deterination of %#dget priorities and acti/ities within the constraints iposed %y a/aila%le re/en#es and %y %orrowing liits, and the translation of appro/ed priorities and acti/ities into e$pendit#re le/els for a %#dget year.
2. @,+!* L!#"&%*#o$ A,*7or#%*#o$ •
This refers to the enactent of the 9eneral Appropriation ?ill into Appropriations Act %ased on the %#dget of receipts and e$pendit#resF.
3. @,+!* EB!,*#o$ •
This third phase of the %#dget process co/ers the /ario#s operational aspect of %#dgeting.
. S#)(&##!+ F,$+ R!&!%"! S0"*!) ;SFRS< •
5t is a standardiIed syste releasing allotents %ased on a predeterined categoriIation or disaggregation of agency %#dgets. 5t was ipleented #nder the *ational ;udget ircular *o. !!+, dated @anuary "+, 15.
4. G!$!r%& A&&o*)!$* R!&!%"! Or+!r ;GARO< •
5t is a coprehensi/e a#thority iss#ed to all agencies in general, to inc#r o%ligations not e$ceeding a#thoriIed ao#nt d#ring the specified period for the p#rpose indicated.
PT2015 5. S(!#%& A&&o*)!$* R!&!%"! Or+!r ;SARO< •
5t is a specific a#thority iss#ed to one 81; or ore identified agencies to inc#r o%ligations not e$ceeding a gi/en ao#nt d#ring a specified period for the p#rpose indicated.
>. No*!" o$ EB(!$"! Ao,$* %$+ O*7!r" •
!$traordinary And Miscellaneo#s !$penses 8031D3:::;3 This acco#nt incl#des, %#t shall not %e liited to, e$penses inc#rred for or d#ring eetings , seinars and conference, official entertainent %y the official or thro#gh his a#thoriIed representati/e, p#%lic relations, ed#cational, athletic and c#lt#ral acti/ities, contri%#tions to ci/ic or charita%le instit#tions, e%ership fees in go/ernent associations, e%ership fees in national professional organiIations d#ly accredited %y the Professional eg#lation 2oission and
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2onfidential and intelligence !$penses 8031-3:::; This acco#nt incl#des the cost of ser/ices which are confidential in nat#re, rendered %y persons who are teporarily eployed %y a#thoriIed adinistrati/e or e$ec#ti/e officers to carry on s#ccessf#lly adinistrati/e acti/itiesQ copensation of inforers eployed to detect the wherea%o#ts of criinals or the e$istence of prohi%ited gaes, which copensation shall not e$ceed ten per cent 81:>; of the fines iposed #pon the con/ictsQ and other e$pressly a#thoriIed confidential e$penses for which appropriations ha/e %een appro/ed specifically for the p#rpose.
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Ad/ertising and P#%lication !$penses 803*03:::;3 This acco#nt incl#des the cost of ad/ertising and p#%lication of notices in newspapers and agaIines of genereal circ#lation.
•
P!r"o$%& S!r#!" ;3-91-999< 3 This acco#nt incl#des the pay proper, accr#ed, terinal
lea/e pay, salary ad#stent and standardiIationQ allowances for s#%sistence, #arters, la#ndry, cost of li/ing, per die copensation and longe/ity payQ prei#s for social sec#rity ins#ranceQ o/ertie pay. •
The pro/ision for Personal !conoic elief Allowance 8P!A; shall %e in accordance with ?#dget 2irc#lar 4o. +, dated G#ne *D,1--*, as aended %y ?#dget 2irc#lar 4o. +3A, and shall %e %ased only on the n#%er of filled iteiIed positions entitled thereto.
•
The grant of P:: additional copensation shall %e in accordance with the pro/isions of Adinistrati/e Order 4:. 0 dated May 1B, 1--0, and shall %e %ased only on the n#%er of filled iteiIed positions entitled thereto.
PT2015 •
7ifty per cent 8:>; of the Year3!nd ?on#s is gi/en not earlier than May 1 %#t not later than May 01 of each year s#%ect to the ipleenting r#les and reg#lations iss#ed %y the )?M in accordance with .A. ==D= as ipleented %y 422 ==.
•
The rate of honoraria for reso#rce persons and e$perts shall not e$ceed P*: %#t shall not %e lower than P1:: per ho#r. The total honoraria shall %e cop#ted %ased on the said rate #ltiplied %y the proected total n#%er of ho#rs.
•
•
The go/ernentCs co#nterpart to the Medicare prei# contri%#tion of reg#lar eployees shall %e cop#ted at P1,*:: each e%er per ann#. The go/ernentCs co#nterpart to the contri%#tion of reg#lar e%er eployees to the Pag3 i%ig 7#nd shall %e cop#ted P1,*:: each e%er per ann#.
•
The go/ernentCs contri%#tion to !ployees 2opensation 5ns#rance Prei# 8!25P; for each reg#lar eployee shall %e cop#ted at P+: per ann#.
•
The ao#nt of contri%#tion to 9S5S etireent and Life 5ns#rance Prei#s for the p#rpose shall %e e#al to 10> of total salaries of filled iteiIed positions.
•
Tr%!&&#$ EB(!$"!" ;3-92-999< This acco#nt incl#des e$penses inc#rred in the o/eent
of persons whether eployed in the go/ernent or not, s#ch as transportation, s#%sistence, lodging and tra/el per dies, hire and g#ides or patrolQ transportation of personnel %aggage or ho#sehold effectsQ %#s, railroad, airline and steaship fares, tips, transfers, etc., of persons while tra/elling a%roadQ charter of %oats, la#nches, a#too%iles, etc., non3co#ta%le transportation allowances, road tollsQ parking fees and all other siilar e$penses. •
Co)),$#%*#o$ S!r#!" ;3-93-999< This acco#nt incl#des e$penses for co#nication
of essage s#ch as telephone, telegraph, wireless and ca%le charges and tolls, postage charges, rent of post office %o$esQ and telegraph essenger ser/ices. •
R!(%#r %$+ M%#$*!$%$! o Go!r$)!$* F%#&#*#!" ;3-9-999< This acco#nt incl#des
cost of repairing and aintaining go/ernent facilities s#ch as p#%lic %#ildings, road, %ridges, irrigation systes, ri/er control and sea protection works, artesian wells, water s#pply systes, telegraph lines, radio stations, whar/es and other p#%lic str#ct#res. •
R!(%#r %$+ )%#$*!$%$! o Go!r$)!$* V!7#&!" ;3-94-999< This acco#nt incl#des the
cost of repairing and aintaining go/ernent /ehicles. 4ot incl#de herein are spare parts, gasoline and oil which shall %e #nder S#pplies and Materials. •
Tr%$"(or*%*#o$ S!r#!" ;3-95-999< This acco#nt incl#des the cost of transportation of
things s#ch as coercial transportation of ail, ha#ling charges and ins#rance of ites sold %y go/ernent e#ipent of aterials fro one 81; place to another, incl#ding porterage and storage, if any. 4ot incl#de in this acco#nt is the cost of transportation of e#ipent, s#pplies and aterials p#rchased for operation which shall %e considered as part of the cost of ite.
PT2015 •
S,((&#!" %$+ M%*!r#%&" ;3 3:B3:::; this acco#nt incl# des the cost of all e$pend a%le
coodities ac#ired or ordered for iediate #se in connection with go/ernent operations. 5t also incl#des, %#t is not restricted to ites 1; norally cons#e within 81; year after %eing p#t into #se , or *; con/erted in the process of an#fact#re or constr#ction, ha/ing a life e$pectancy of ore than 81; year %#t which shall ha/e decrease s#%stantially in /al#e after %eing p#t into #se in only one 81; year. •
R!$*" ;33:D3:::;3 this acco#nt incl#des charges for the #se of facilities or e#ipent
%elonging to others. •
I$*!r!"*" ;33:-3:::; this acco#nt incl#des charges for the #se of f#nds %elonging to others,
s#ch as interest on %onds, loans, pro/isional ad/ances, treas#ry %ills, treas#ry notes, certificates of inde%tedness, and other interest3%earing o%ligations. •
Gr%$*" S,"#+#!" %$+ Co$*r#,*#o$" ;3 31:3:::; This acco#nt incl#des all aids and
contri%#tions in the for of cash or property granted to persons, entities or organiIations for the p#rpose of f#rthering progras or policies ad#dged to %e in the interest of the go/ernent. •
A/%r+" %$+ I$+!)$#*#!" ;33113:::;3 This acco#nt incl#des indenities for destr#ction of
property or in#ry to persons, awards %y co#rts or %y adinistrati/e %odies. •
Lo%$ R!(%0)!$* %$+ S#$#$ F,$+ Co$*r#,*#o$" ;3 31*3:::;3 This acco#nt incl#des
payent ade either directly or into a sinking f#nd esta%lished for the retireent of p#%lic de%t and other long3 ter o%ligations. •
Lo""!"< )epreciation
to deterioration of s#pplies and sales stock, #ncollecti%le de%ts and losses of go/ernent f#nds or property for which relief is granted #nder Section B0 of P.). 4o. 1++ and
W%*!r #&&,)#$%*#o$ %$+ (o/!r S!r#!";3-1-999< This acco#nt incl#des the cost of
water and electricity or gas ill#ination, cons#e in go/ernent facilities s#ch as office %#ildings , shops and gro#nds, streets, plaIas, parks and on#ents. !tc., in connection with go/ernent operations and proects. •
So#%& S!,r#*0 @!$!#*" R!/%r+" %$+ o*7!r C&%#)" ;3- 13:::;3 this acco#nt incl#des all
clais for social sec#rity %enefits , rewards, copensations and others clais for past ser/ices, other than pensions. •
A,+#*#$ S!r#!" ;3-1=3:::;3 this acco#nt incl#des the ao#nt reitted to the 2oission
on a#dit for a#diting ser/ices rendered to the agency. •
Tr%#$#$ %$+ S!)#$%r EB(!$"!" ;3- 1B3:::; This acco#nt incl#de e$penses inc#rred for
participation
PT2015
•
F#+!&#*0 @o$+ %$+ I$",r%$! Pr!)#,)" ;3- 2-999<- This acco#nt incl#des e$penses for
prei#s on fidelity %ond of acco#nta%le officials and ins#rance prei#s of go/ernent properties s#ch as, go/ernent %#ildings, e#ipents, otor, /ehicles, etc. •
O*7!r S!r#!" ;3-2=-999<- This acco#nt incl#des the cost of all other ser /ices which are
not otherwise classified #nder other acco#nts. •
I$!"*)!$* O,*&%0 ;-31-999<- This acco#nt incl#des cost in/estents in stock, %onds or other sec#rities of go/ernent and pri/ate corporations, associations, or political s#%3 di/isions.
•
Lo%$" O,*&%0 ;-32-999<- This acco#nts incl#des loans and capital ad/ances ade to
persons, go/ernent and pri/ate corporations re/ol/ing f#nds, associations and political s#%3 di/isions. •
L#!"*o %$+ Cro(" O,*&%0;-33-999<- this acco#nts incl#des the costs of in/estents in
%reeding anials incl#ding their offspring, anial dispersal progra, and fr#it or non3fr#it %earing perennial crops. •
L%$+ %$+ L%$+ I)(ro!)!$*" O,*&%0;-3-999<3 This acco#nt incl#des the cost of rights
to lands ownership and the peranent ipro/eents to land s#ch as filling, grading, draining, s#r/eying, and planting trees. •
@,#&+#$" %$+ S*r,*,r!" O,*&%0 ;-34-999<- This acco#nt incl#des the cost of %#ilding
str#ct#res, p#rchased or constr#cted and peranent ipro/eents thereto. •
F,r$#*,r! F#B*,r! E,#()!$* %$+ oo" O,*&%0 ;-35-999<- This acco#nts incl#des
f#rnit#re, fi$t#res and e#ipents and %ooks, the cost of which shall not %e higher than the ini# ao#nt prescri%ed %y 2OA, whose ser/icea%le life is ore than one year and which adds to the assets of the go/ernent.
PT2015 •
Wor" %$#)%&" O,*&%0 ;-3>-999<- This acco#nts incl#des the appraised /al#e or other
appropriate /al#e of work anial which add to the assets of the go/ernent. •
R!!#(*"3 efers to all cash inflow whether act#al or constr#cti/e regardless of so#rce or
p#rpose and whether pertaining to the agency or not. 5t incl#des not only incoe or re/en#e act#ally collected %#t also tr#st receipts, f#nd deposits, anter3f#nd and inter3agency transfers and e#ity contri%#tions recei/ed %y corporate agencies82OA Meo D+3+11, s#pra; •
•
R!!$,!;or #*" "0$o$0) #$o)!< 2o/ers ta$ and non3ta$ ites s#ch as those earned or realiIed fro reg#lar operations and ser/ices rendered, go/ernent %#siness or proprietory operations, sales of assets, and grants
any agency of the go/ernent 8Sec. 08*;, P) 1++;. •
R!!$,! F,$+"32oprises all f#nds deri/ed fro the incoe of any agency of the
go/ernent and a/aila%le for appropriation or e$pendit#re in accordance 8Sec . 080;, P) 1++;. •
with the law
Tr,"* F,$+"3 refers to f#nds which ha/e coe officially into the possession of any
agency of the go/ernent or of p#%lic officer as tr#stee, agent, or adinistrator , or which ha/e %een recei/ed for the f#lfillent of soe o%ligations. •
D!(o"#*or0 F,$+"3 coprises f#nds o/er which the officer acco#nta%le therefore
ay retain control for the lawf#l p#rposes for which they coe into possession. 5t e%races oneys in and any and all depositories 8Sec. 08;, P) 1++;. •
G!$!r%& F,$+3 is a/aila%le for any p#rpose to which the legislati/e %ody ay choose
to apply it. 5t is coposed of all receipts or re/en#es which are not %y the law or %y contract#al agreeent applica%le to specific p#rposes. 5t is #sed to finance the ordinary operations of a go/ernent #nit. •
S(!#%& F,$+ is one which %y legislati/e actions, segregates specified re/en#es for
liited p#rposes, often called a special re/en#e f#ndF. •
Tr,"* F,$+3 refers to f#nds which ha/e coe officially into the possession of any
agency of the go/ernent or of a p#%lic officer as tr#stee, agent, or/ adinistrator, or which ha/e %een recei/ed for the f#lfillent of soe o%ligation 8Sec. *8+;. ?N 68?;, 1-DB Ad. 2odeQ Sec 08+;, P) 1++;. •
A$$,%& A((ro(r#%*#o$3 consists of specified ao#nts of salaries, wages, and s#ndry
e$penses, etc. a#thoriIed %y 2ongress or other appropriate a#thorities as necessary for the reg#lar operations of all the departents, %#rea#s and offices of the 9o/ernent d#ring any gi/en year.
PT2015 •
Co$*#$,#$ A((ro(r#%*#o$3 refers to f#nds a/aila%le to s#pport o%ligations
for
specified p#rpose or proect, s#ch as those for the constr#ction of physical str#ct#res or for the ac#isition of real property or e#ipent , e/en when these o%ligations are inc#rred %eyond the %#dget years 8Sec. *8=;, ?N 65, 1-DB Ad. 2odeQ Sec. 0:= c, A B1=:;. •
Co$*#$!$* A((ro(r#%*#o$ is one pro/ided %y law o#t of which the e$ec#ti/e
%ranch of the go/ernent ay s#ppleent reg#lar appropriations or eet eergency e$pendit#res. •
S,((&!)!$*%& A((ro(r#%*#o$3 is one prepared to ad#st the e#ili%ri# of the first
appro/ed %#dget which has %een dist#r%ed or c#rrent econoic, political, or social conditions, or to pro/ide an additional ao#nt to the srcinal appropriations which pro/ed to %e inade#ate or ins#fficient for to the partic#lar p#rpose intended. •
C,rr!$* O(!r%*#$ EB(!$+#*,r!"3 refer to appropriations for the p#rchase of goods
and ser/ices for c#rrent cons#ption or for %enefits e$pected to terinate within the fiscal year 8Sec. *8+;, ?N 65, 1-DB, Ad. 2odeQ Sec. 0:= 8f; A B1=:;. •
C%(#*%& O,*&%0"3 refer to the appropriations for the p#rchase of goods and ser/ices,
the %enefits of which e$tend %eyond the fiscal year and which add to the assets of go/ernent. •
U$$!!""%r0 EB(!$+#*,r!"3 pertain to e$penses which co#ld not pass the test of
pr#dence or the o%ligation of a good father of a faily, there%y non3 responsi/eness to the e$igencies of the ser/ice 82OA 2ir. D3A, S#pra;. •
EB!""#! EB(!$+#*,r!" signify e$penses inc#rred at an ioderate #antity or
e$or%itant price. 5t incl#des e$penses which e$ceed what is #s#al or proper as well as e$penses which are #nreasona%ly high, and #st %eyond eas#re and ao#nt. •
EB*r%%%$* EB(!$+#*,r!" refer to those e$penses which are #nreasona%le,
ioderate and inc#rred in /iolation and ethics and orality. •
D#",r"!)!$* constit#te all cash paid o#t d#ring a gi/en period in c#rrency or %y
check.
PT2015
H#$* !%"0 ,!"*#o$" #" %$"/!r%&! 0 % or +##,&* ,!"*#o$" %$"/!r%&! 0 or + *7! &o$!r *7! "*!) *7! %$"/!r #" %
