School Leadership of Principals

SCHOOL LEADERSHIP OF PRINCIPALS Q: What is the policy of empowering school heads? a. It is the principle which recognizes that every unit in the education bureaucracy has a particular role, task and responsibilities inherent in the office and for which it is principally accountable for outcomes b. It is the policy of empowering all school heads with instructional, administrative and management authority, accountability and responsibility over all all personnel, personnel, physical physical and fiscal resources resources of of the the school for a more effective and efficient delivery of quality basic education. c. The goal of basic education to provide them with the skills, knowledge and goals they need to become caring, self-reliant, productive and patriotic citizens. d. It refers to those actions that you take or delegate to promote growth in student learning’s. Answer: B It is the policy of empowering all school heads with instructional, administrative and management authority, accountability and responsibility over all personnel, physical and fiscal resources of the school for a more effective and efficient delivery of quality basic education. Legal basis: RA. 9155

Q: The following are the characteristics of an effective Principal except for one? a. b. c. d.

problem-solving and decision making skills social skills and professional knowledge makes difficult and unpopular decisions Leadership traits

Answer: C The Leadership traits, problem-solving and decision making skills, social skills and professional knowledge and competencies.

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

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SCHOOL LEADERSHIP OF PRINCIPALS

Q: What is school improvement planning? 1. It is a process where teachers, parents, students and community leaders come together to analyze the status of their school. 2. It is a process by which members of the school-community conduct a thorough evaluation of their school's educational programming in the previous school year 3. develop a written school plan that establishes the starting point for ongoing evaluation of efforts 4. It unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process. a. b. c. d.

1 & 2 only 1 & 3 only 1,2,3 only 1,2,3,4

Answer : D School Improvement Planning is a process where teachers, parents, students and community leaders come together to analyze the status of their school. It is a process by which members of the school-community conduct a thorough evaluation of their school's educational programming in the previous school year and develop a written school plan that; a. establishes the starting point for ongoing evaluation of efforts b. unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process.

Q: The school heads shall have authority, accountability and responsibility for the following except for one? a. Setting the mission, vision, goals and objectives of the school; sc hool; b. Creating an environment within the the school that is disadvantage disadvantage teaching and learning;


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Q: What is school improvement planning? 1. It is a process where teachers, parents, students and community leaders come together to analyze the status of their school. 2. It is a process by which members of the school-community conduct a thorough evaluation of their school's educational programming in the previous school year 3. develop a written school plan that establishes the starting point for ongoing evaluation of efforts 4. It unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process. a. b. c. d.

1 & 2 only 1 & 3 only 1,2,3 only 1,2,3,4

Answer : D School Improvement Planning is a process where teachers, parents, students and community leaders come together to analyze the status of their school. It is a process by which members of the school-community conduct a thorough evaluation of their school's educational programming in the previous school year and develop a written school plan that; a. establishes the starting point for ongoing evaluation of efforts b. unifies or integrates independently organized school improvement efforts from various areas of the total school program into a single focused process.

Q: The school heads shall have authority, accountability and responsibility for the following except for one? a. Setting the mission, vision, goals and objectives of the school; sc hool; b. Creating an environment within the the school that is disadvantage disadvantage teaching and learning;


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SCHOOL LEADERSHIP OF PRINCIPALS c. Implementing the school curriculum and being accountable for higher learning outcomes; d. Developing the school education program and school improvement plan; Answer : B Creating an environment within the school that is conducive to teaching and and learning Q: School Based Management Fund may come from different sources except for one? a. b. c. d.

PTCA, NGO’s Local Government Unit Revolutionary tax MOOE, etc.

Answer : C Fund - School Based Management Fund coming from different sources such as PTCA, PTCA, LGU, DepEd MOOE, NGO’s etc.

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

(2)_________________________

enable

them

to

realize

their

full

(3)____________________________ meaningfully to building the nation. We are a (4)_________________ public institution that is itself constantly learning and building its capacity to pursue its (5)________________. (5)________________ .

1.__________________ a. b. c. d.

Love Learner-centered Competence and values Potentials and contribute


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SCHOOL LEADERSHIP OF PRINCIPALS 2.__________________ a. Love b. Learner-centered c. Competence and values d. Potentials and contribute 3.__________________ a. Love b. Learner-centered c. Competence and values d. Potentials and contribute 4.____________________ a. Love b. Learner-centered c. Competence and values d. Potentials and contribute 5. ___________________ a. mission b. Learner-centered c. Competence and values d. Potentials and contribute Answer : 1. A love 2. C competence and values 3. D potential and contribute 4. B learner-centered 5. A mission Q: DEPED VISION We dream of Filipinos who passionately love their country and whose competencies and values enable them to realize their full potential and contribute meaningfully to building the nation. We are a learner-centered public institution that is itself constantly learning and building its capacity to pursue its mission.


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SCHOOL LEADERSHIP OF PRINCIPALS Q: DepED MISSION To protect and promote the right of every Filipino to (1)________________, culture-based and complete basic education where: Students learn in a child-friendly, (2)_________________, safe and motivating environment Teachers (3)___________________ and constantly nurture every learner Administrators and staff, as stewards of the institution, ensure an enabling and (4)__________________ for effective learning to happen. Family, community and other stakeholders are actively engaged and share responsibility for developing (5)________________. 

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1. _______________________ a. quality, equitable b. facilitate learning c. supportive environment d. life-long learners 2. _______________________ a. gender sensitive b. facilitate learning c. supportive environment d. lifelong learner 3. _______________________ a. Facilitate learning b. Quality, equitable c. Supportive environment d. Lifelong learners 4. _______________________ a. Supportive environment b. Gender sensitive c. Facilitate learning d. Share responsibility 5. _______________________ a. Lifelong learners b. Quality , equitable c. Gender sensitive d. Supportive environment


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SCHOOL LEADERSHIP OF PRINCIPALS Answer : 1. A. quality, equitable 2. A. gender-sensitive 3. A. facilitate learning 4. A. supportive environment 5. A. life-long learners MISSION To protect and promote the right of every Filipino to quality, equitable, culturebased and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe and motivating environment Teachers facilitate learning and constantly nurture every learner Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family, community and other stakeholders are actively engaged and share responsibility for developing life-long learners. 

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Q: The NCBTS-TSNA is expected to yield the following specific outputs except for one? a. b. c. d.

level

individual level school level cluster/district /division/region level national level

Answer: D individual level, school level and cluster/district /division/region level only

Q: This indicator measures the general level of participation of young children in early childhood development programs. It indicates the capacity of the education system to prepare young children for elementary education. The system generates this indicator only up to the level of the legislative districts and above. a. Gross Enrolment Ratio in Early Childhood Development Programs Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS b. Percentage of Grade 1 Pupils with Early Childhood Development Programs c. Apparent/Gross Intake Rate d. Gross Enrolment Ratio

Answer : A This indicator measures the general level of participation of young children in early childhood development programs. It indicates the capacity of the education system to prepare young children for elementary education. The system generates this indicator only up to the level of the legislative districts and above. Q: This Rate reflects the general level of access to primary education. It also indicates the capacity of the education system to provide access to grade 1 for the official school-entrance age population. a. Gross Enrolment Ratio in Early Childhood Development Programs b. Percentage of Grade 1 Pupils with Early Childhood Development Programs c. Apparent/Gross Intake Rate d. Gross Enrolment Ratio Answer : C Apparent/Gross Intake Rate It reflects the general level of access to primary education. It also indicates the capacity of the education system to provide access to grade 1 for the official school-entrance age population.

Q: This is used to show the general level of participation in primary education. It is used in place of the Net Enrolment Ratio when data on enrolment by single years of age is not available. a. Gross Enrolment Ratio in Early Childhood Development Programs


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SCHOOL LEADERSHIP OF PRINCIPALS b. Percentage of Grade 1 Pupils with Early Childhood Development Programs c. Apparent/Gross Intake Rate d. Gross Enrolment Ratio Answer : D Gross Enrolment Ratio The indicator is used to show the general level of participation in primary education. It is used in place of the Net Enrolment Ratio when data on enrolment by single years of age is not available. It can also be used together with the Net Enrolment Ratio to measure the extent of over-aged and underaged enrolment. The system generates this indicator up to the level of the legislative districts and above. Q: This calculates the percentage of pupils/students who do not finish a particular grade/year level. a. b. c. d.

Transition Rate Simple Dropout Rate Programs Apparent/Gross Intake Rate Gross Enrolment Ratio

Answer : B The Simple Dropout Rate calculates the percentage of pupils/students who do not finish a particular grade/year level. It does not capture pupils/students who finish a grade/year level but do not enroll in the next grade/year level the following school year. Q: The indicator assesses the extent by which pupils are able to move to the next higher level of education (i.e. primary to intermediate and elementary to secondary). a. b. c. d.

Transition Rate Simple Dropout Rate Programs Apparent/Gross Intake Rate Gross Enrolment Ratio Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS Answer : A Transition Rate The indicator assesses the extent by which pupils are able to move to the next higher level of education (i.e. primary to intermediate and elementary to secondary). Care should be exercised in using this indicator at the level of the Division, Municipal and Legislative Districts where migration can increase or reduce the results of the indicator. It is not calculated at the school level for this reason.

Q: This indicator measures the percentage of grade/year 1 entrants who graduate in elementary/secondary education. It is available only up to the division level and above. a. b. c. d.

Transition Rate Simple Dropout Rate Programs Completion Rate Gross Enrolment Ratio

Answer : C Completion Rate The Completion Rate measures the percentage of grade/year 1 entrants who graduate in elementary/secondary education. It is available only up to the division level and above. Data for grade/year 1 are based on the predecessor of BEIS, the Unified Data Gathering System (UDGS), which did not have any validation procedures and did not monitor the completeness of the data submitted. Q: This indicator determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year. This indicator is also vulnerable to migration and is not advisable to compute at the school level. a. b. c. d.

Retention Rate Simple Dropout Rate Programs Completion Rate Gross Enrolment Ratio Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS Answer : A Retention Rate The Retention Rate determines the degree of pupils/students in a particular school year who continue to be in school in the succeeding year. This indicator is also vulnerable to migration and is not advisable to compute at the school level. Q: It is the principal's task to develop an understanding and support of the general public for the school's improvement. This is a way by which the community is convinced that what is operating in the school is as good as the programs operating elsewhere. How can this be realized? A. Preparing a school improvement plan B. Selling the school to the public C. Identifying Existing Problems D. Allowing the community to use the school's facilities Answer: C School Daily Operations Q: it is an In Service Training Program for new employees/teachers to develop pride, commitment and sense of belonging to the public service. a. b. c. d.

Induction program Orientation Program Career Orientation GAD training program

Answer: A Induction Program – it is for new employees/teachers to develop pride, commitment and sense of belonging to the public service. Induction program is for “NEW” employee. Q: It refers to activities and programs designed to inform the employee about the thrust, operations and programs of a certain agency. It is also to inform the employee of his responsibilities and benefits. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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a. b. c. d.

Induction program Orientation Program Career Orientation GAD training program

Answer : B Orientation Program – it refers to activities and programs designed to inform the employee about the thrust, operations and programs of a certain agency. It is also to inform the employee of his responsibilities and benefits.

Q: It is a program designed to inform the employees about the new policies and programs and their new duties and responsibilities. Rewards based on Performance a. b. c. d.

Induction program Orientation Program Career Orientation Reorientation program

Answer: D Reorientation Program – a program designed to inform the employees about the new policies and programs anf their new duties and responsibilities. Rewards based on Performance

REWARDS BASED ON PERFORMANCE President Benigno Aquino III introduced the PBB or Performance Based Bonus. Some of the Honor agencies/companies

Awards

given

by

the

Government

and


other

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1. Presidential or “Lingkod Bayan” Award – conferred to an individual for consistent dedicated performance showing the best in any of the profession or occupation resulting in the successful implementation of the performance which affects the national interest. It is in the form of gold medallion and plaque containing the citation and signature of the President of the Republic of the Philippines. 2. PAGASA Award or Civil Service Commission Award – conferred to a group or individuals or team who has shown outstanding teamwork and cooperation in the delivery of public service. The plaque contained the citation and signature of the Chairman of the Civil Service Commission. 3. KAPWA Award or Department Award – it is given to an individual or group of individual in recognition of their contribution that directly benefitted the single department or agency of the government. 4. “Dangal ng Bayan Award” (Outstanding Public Official/Employee Award – it is granted to the official and employees in the government who have demonstrated exemplary service and conduct in the basis of the Eight norms of conduct and behaviour of a public official stated in the Republic Act. 6713.

Incentive Awards 1. Performance Incentive 2. Length of Service Incentive 3. Productivity Incentive 4. Most Courteous Employee Award 5. Retirement Award 6. Year End B onus/Thirteenth Month Bonus/Mid Year Bonus + Cash Gift School Learning Management Program “Understanding the Management Process” is the first step towards effective management for school heads

PHASE 1: PLANNING - Situation Analysis - Goal Determination Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS - Setting of Targets and Objectives - Formulation of Strategy and Policy - Identification of Program and Projects The School Improvement Plan (SIP) is a plan for three to five years The Annual Implementation Plan (AIP) is a plan for one year PHASE 2: Programming - Formulation and prioritization of development programs to operationalize the SIP and AIP - Specify the implementation schedule, target clientele, location and funding requirements and sources. PHASE 3: Budgeting - Financing of prioritized school programs • Sources of Funds - Deped Budget - SEF (Special Education fund) of the Local Government Unit - 20% of the Social Development Fund from the barangay - School Canteen Operations - Other School income-generating projects - Donations and contributions in cash or kind - Financial Assistance from foreign countries. PHASE 4: Implementation The implementation and execution of the projects based on the SIP/AIP. It is also the utilization of the resources and budget allocated for the program. PHASE 5: Monitoring The collection of data based on the targets set in the SIP/AIP and the school actual performance. PHASE 6: Evaluation Involves Identification and measurement of the whole teaching and learning output of the school’s program and projects against its stated goals and targets. PHASE 7: Reporting Year-end reporting of the targets accomplished based on the AIP. It includes the strength, weaknesses and achievement of the school. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS OVERALL ADMINISTRATIVE MANAGEMENT - Set mission, goals and Objective of the School - Develop and Implement the Educational Program of the School - Administer and manage the personnel, physical and fiscal resources of the school. SCHOOL LEADERSHIP Mission-Vision The RA 9155 otherwise known as the Basic Education Act of 2001 enumerates the various functions of school head. One of these is the “setting of mission, vision, goals and objectives of the school”. In planning, there should be a clear statement of the vision and the m ission. Facilitating the School Improvement Plan: There are seven milestones in the implementation of the School Based Management through the SIP and AIP. These are 1. Plan – SIP and AIP that was developed by the stakeholders Stakeholders includes Internal – school head, teachers, PTCA, students External – LGU, community leaders, retirees, alumni 2. Fund - School Based Management Fund coming from different sources such as PTCA, LGU, DepEd MOOE, NGO’s etc.. 3. Implementation of Plan – full participation of stakeholders are encouraged. 4. Management of Fund 5. Monitor and Evaluate the Plan 6. Show The results based on Performance Indicator (Completion Rate, Participation Rate, Drop-out Rate, Achievement Rate etc..) 6. Reporting to the Stakeholders


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SCHOOL LEADERSHIP OF PRINCIPALS Republic Act No. 9293

April 21, 2004

AN ACT AMENDING CERTAIN SECTIONS OF REPUBLIC ACT NUMBERED SEVENTYEIGHT HUNDRED AND THIRTY-SIX (R. A. NO. 7836), OTHERWISE KNOWN AS THE "PHILIPPINE TEACHERS PROFESSIONALIZATION ACT OF 1994" Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: Section 1. Section 15, (e) (3) of Republic Act No. 7836 is hereby amended as follows: "Sec. 15. Qualification Requirements of Applicant. – No applicant shall be admitted to take the examination unless, on the date of filing of the application, he shall have complied with the following requirements: "(e) A graduate of a school college or university recognized by the government and possesses the minimum educational qualifications, as follows: (1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent; (2) For teachers in the secondary grades, a bachelor's degree in elementary education (BSEED) or its equivalent; (3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in professional education; and (4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of specialization or its equivalent, with at least eighteen (18) units in professional education," Section 2. Section 26 of the same Act is hereby amended to read as follows: "Sec 26. Registration and Exception. - No person shall engage in teaching and/or act as a professional teacher as defined in this Act. whether in the preschool, elementary or secondary level, unless the person is a duly registered Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS professional teacher, and a holder of a valid certificate of registration and a valid professional license or a holder of a valid special/temporary permit. Upon approval of the application and payment of the prescribed fees, the certificate of registration and professional license as a professional teacher shall be issued without examination as acquired in this Act to a qualified applicant, who is: (a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and the Department of Education, Culture and Sports; or (b) A registered professional teacher with the National Board for Teachers under the Department of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006. Professional teachers who have not practiced their profession for the past five (5) years shall take at least twelve (12) units of education courses, consisting of a least six (6) units of pedagogy and six (6) units of context courses or the equivalent training and number 1 hours to be chosen from a list of courses to be provided by the Board and the Department of Education, before they can be allowed to practice their profession in the country. Those who have failed the licensure examination for professional teachers, with a rating of not lower than five percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-year special permit, renewable for a non-extendible period of two (2) years The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher, as identified and provided by the Department of Education and the Autonomous Region for Muslim Mindanao (ARMM) education department to the Board for professional teachers and to the Commission. The special permit shall indicate the area of assignment of the para-teacher. A special permit may also be issued by the Board to a person who has excelled and gained international recognition and is a widely acknowledged expert in his or her respective field of specialization." Section 3. Section 31 of the same Act is hereby amended to read as follows: Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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"Sec. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years. issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act shall be allowed to expire based on the period granted therein: Provided, That only special permits with a validity of three (3) years maybe renewed upon expiration for a non-extendible period of two (2) years." Section 4. References to the term "Department of Education, Culture and Sports", in Section 4 (a) and Section 25, and the term "DECS" in Section 20, of the same Act, are hereby amended to read as "Department of Education" DepEd", respectively. Section 5. Separability Clause. - If, for any reason, any section or provision of this Act or the application of such section in provision to any person in circumstance is declared unconstitutional or invalid, no other section or provision of this Act shall be affected thereby. Section 6. Repealing Clause. - All laws, decrees, circulars, administrative orders, rules and regulations, and other issuances which are inconsistent with the provisions of this Act am hereby repealed or modified accordingly. Section 7. Effectivity. – This Act shall take effect upon approval.


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SCHOOL LEADERSHIP OF PRINCIPALS National Competency Based Teacher Standards (NCBTS)

The Paradigm (from Transmissional to Transactional) Shift of education in the Philippines is the transfer of teaching concepts from the Traditional “bookish and direct learning approach” Teaching into a 21st Century Teaching focused on developing the learners HOTS (higher order thinking skills). These HOTS is the demonstration of the learners critical thinking ability, and to go beyond the four walls of the classroom by applying their learning into the 7 domains Identified by the Department of Education (DepEd). In the traditional way of teaching, the learners are only developing the lower part of the Domain of Learning, which are identified as LOTS (lower order thinking skills). This is the memorization intensive class, where the learners are forced to memorize a long list of items, in order to be able to answer in the Objective Type quizzes and Exams. Example: Using the LOTS, students would simply answer the question, “Who is the first astronaut?”,and then a selection of a,b,c,d from which the students will choose from. These is the Mechanical type of learning, where students would simply do the same thing (memorize) and be able to answer the same type of exam or questioning method in a heartbeat without even knowing the deeper part of it or can’t even explain the answer. LOTS (lower order thinking skills) are: Knowledge, Application, Comprehension However, in the HOTS intensive teaching, the students would answer the types of questions like, “What are the contribution of the Space Program to our present generation?” or “Compare and Contrast the knowledge and understanding of humans before the space age and during the space age?” These types of questions, enables the learners to think critically and explain his/her answer and to demonstrate actively in a manner that their understanding will show the deep knowledge they have learned in the classroom. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS HOTS (higher order thinking skills) are: Analysis, Synthesis, Evaluation With all these in mind, the Department of Education realized (at last!) that a Paradigm shift is needed in order to change the system from the traditional ways into the so called 21st century globally standard teacher. Education experts around the country, including my Mentor and Dean of the College of Education, Dr. June P. Salana, worked tirelessly together with numerous experts nationwide in order to identify the salient points or domains needed in line with the vision of transforming the Filipino Teacher into a globally competitive one. Along with the Commission on Higher education (CHED), Teacher Education Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of Education (DepEd) and the Civil Service Commission (CSC) in partnership with the different academic institution, the National Competency-Based Teacher Standards (NCBTS) was born. Hence, the Curriculum change is the product of many years of development, this is not the idea of the DepEd Secretary or the thousands of teachers around the country. As mentioned by Dr. Isagani Cruz in 2001, this is the People Power Model of Curricular Change, this is the result of the Social Change that happened to the country and the need for education to be the Main Effort in bringing Competitiveness and innovativeness among the people in the 21st century. As Mentioned in the Curriculum Development book by Dr. June P. Salana and Dr. Rolando A. Bernales, the curriculum development of today has shifted from Learner-Artisan relationship into Employment-Oriented (knowledge based) Curriculum. The latest trend is to Empower the teachers, the front-liners in education, the deliverers of knowledge,and facilitators of learning in the process of developing a curriculum, that would reflect the Competencies, teachers and students alike should possess and reflective of the Social Dimension of education. That learning


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SCHOOL LEADERSHIP OF PRINCIPALS should not be limited to Fraction or Poem writing but rather adopting it to the real life applications and experiences that the learner may or has experienced. It is very important to note that this is not a Jesli Lapus, Pet project that may or may not go with him after he lives the office, but a result of the societal change, a reflection of what is happening in the society and adopting our curriculum into the 21st century globally competent education. The NCBTS Framework is divided in 7 Domains: Social Regard for Learning (SRFL) Learning Environment (LE) Diversity of Learners (DOL) Curriculum (Curr.) Planning, Assessing Reporting (PAR) Community Linkages (CL) Personal Growth & Professional Development (PGPD) According to the Framework “This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning.” Domain 1. Social Regard for Learning (SRFL) The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students exemplify this ideal. Domain 2. Learning Environment (LE) This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning Domain 3. Diversity of Learners (DOL)


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SCHOOL LEADERSHIP OF PRINCIPALS The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals. Domain 4. Curriculum (Curr.) The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. Domain 5. Planning, Assessing & Reporting (PAR) This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and revise teaching-learning plans; (2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting of the learners’ actual achievement and behavior. Domain 6. Community Linkages (CL) The LC domain refers to the ideal that classroom activities are meaningfully linked to the experiences and aspirations of the learners in their homes and communities. Thus, this domain focuses on teachers’ efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals. Domain 7. Personal Growth & Professional Development (PGPD) The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching profession, concern for professional development, and continuous improvement as teachers. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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CODE OF ETHICS FOR PROFESSIONAL TEACHERS

Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for Professional Teachers. Preamble Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values. Article I: Scope and Limitations Section 1. The Philippine Constitution provides that all educational institution shall offer quality education for all competent teachers. Committed to its full realization, the provision of this Code shall apply, therefore, to all teachers in schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or vocational teachers and all other persons performing supervisory and /or administrative functions in all school at the aforesaid levels, whether on full time or part-time basis. Article II: The Teacher and the State Section 1. The schools are the nurseries of the future citizens of the state; each teacher is a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage as well as to elevate national morality, promote national pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted authorities, and promote obedience to the laws of the state. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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Section 2. Every teacher or school official shall actively help carry out the declared policies of the state, and shall take an oath to this effect. Section 3. In the interest of the State and of the Filipino people as much as of his own, every teacher shall be physically, mentally and morally fit. Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty. Section 5. A teacher shall not engage in the promotion of any political, religious, or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or receive any money or service or other valuable material from any person or entity for such purposes. Section 6. Every teacher shall vote and shall exercise all other constitutional rights and responsibility. Section 7. A teacher shall not use his position or official authority or influence to coerce any other person to follow any political course of action. Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action. Article III: The Teacher and the Community Section 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an environment conducive to such learning and growth. Section 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and refrain from Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. Section 4. Every teacher shall live for and with the community and shall, therefore, study and understand local customs and traditions in order to have sympathetic attitude, therefore, refrain from disparaging the community. Section 5. Every teacher shall help the school keep the people in the community informed about the school’s work and accomplishments as well as its needs and problems. Section 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the people. Section 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government officials, and with the people, individually or collectively. Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall not use his positions and influence to proselyte others. Article IV: A Teacher and the Profession Section 1. Every teacher shall actively insure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. Section 2. Every teacher shall uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. Section 3. Every teacher shall participate in the Continuing Professional Education (CPE) program of the Professional Regulation Commission, and shall pursue such other studies as will improve his efficiency, enhance the prestige of the profession, and strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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Section 4. Every teacher shall help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. Section 5. Every teacher shall use the teaching profession in a manner that makes it dignified means for earning a descent living. Article V: The Teachers and the Profession Section 1. Teachers shall, at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. Section 2. A teacher is not entitled to claim credit or work not of his own, and shall give due credit for the work of others which he may use. Section 3. Before leaving his position, a teacher shall organize for whoever assumes the position such records and other data as are necessary to carry on the work. Section 4. A teacher shall hold inviolate all confidential information concerning associates and the school, and shall not divulge to anyone documents which has not been officially released, or remove records from files without permission. Section 5. It shall be the responsibility of every teacher to seek correctives for what may appear to be an unprofessional and unethical conduct of any associate. However, this may be done only if there is incontrovertible evidence for such conduct. Section 6. A teacher may submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned. Section 7. A teacher may apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS competence; provided, further, that all qualified candidates are given the opportunity to be considered. Article VI: The Teacher and Higher Authorities in the Profession Section 1. Every teacher shall make it his duty to make an honest effort to understand and support the legitimate policies of the school and the administration regardless of personal feeling or private opinion and shall faithfully carry them out. Section 2. A teacher shall not make any false accusations or charges against superiors, especially under anonymity. However, if there are valid charges, he should present such under oath to competent authority. Section 3. A teacher shall transact all official business through channels except when special conditions warrant a different procedure, such as when special conditions are advocated but are opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate higher authority. Section 4. Every teacher, individually or as part of a group, has a right to seek redress against injustice to the administration and to extent possible, shall raise grievances within acceptable democratic possesses. In doing so, they shall avoid jeopardizing the interest and the welfare of learners whose right to learn must be respected. Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and transfer of teachers are made only on the basis of merit and needed in the interest of the service. Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract, assuming full knowledge of employment terms and conditions. Article VII: School Officials, Teachers, and Other Personnel Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards teachers and other personnel, such practices


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SCHOOL LEADERSHIP OF PRINCIPALS being standards of effective school supervision, dignified administration, responsible leadership and enlightened directions. Section 2. School officials, teachers, and other school personnel shall consider it their cooperative responsibility to formulate policies or introduce important changes in the system at all levels. Section 3. School officials shall encourage and attend the professional growth of all teachers under them such as recommending them for promotion, giving them due recognition for meritorious performance, and allowing them to participate in conferences in training programs. Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except for cause. Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with pertinent civil service rules, and private school teachers are issued contracts specifying the terms and conditions of their work; provided that they are given, if qualified, subsequent permanent tenure, in accordance with existing laws. Article VIII: The Teachers and Learners Section 1. A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Section 3. Under no circumstance shall a teacher be prejudiced or discriminate against a learner.


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SCHOOL LEADERSHIP OF PRINCIPALS Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved. Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is authorized for such service. Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic performance. Section 7. In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties. Article IX: The Teachers and Parents Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall conduct himself to merit their confidence and respect. Section 2. Every teacher shall inform parents, through proper authorities, of the progress and deficiencies of learner under him, exercising utmost candor and tact in pointing out the learner’s deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the learners. Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall discourage unfair criticism. Article X: The Teacher and Business


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SCHOOL LEADERSHIP OF PRINCIPALS Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income generation; provided that it does not relate to or adversely affect his work as a teacher. Section 2. A teacher shall maintain a good reputation with respect to the financial matters such as in the settlement of his debts and loans in arranging satisfactorily his private financial affairs. Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in, any commercial venture which furnish textbooks and other school commodities in the purchase and disposal of which he can exercise official influence, except only when his assignment is inherently, related to such purchase and disposal; provided they shall be in accordance with the existing regulations; provided, further, that members of duly recognized teachers cooperatives may participate in the distribution and sale of such commodities. Article XI: The Teacher as a Person Section 1. A teacher is, above all, a human being endowed with life for which it is the highest obligation to live with dignity at all times whether in school, in the home, or elsewhere. Section 2. A teacher shall place premium upon self-discipline as the primary principle of personal behavior in all relationships with others and in all situations. Section 3. A teacher shall maintain at all times a dignified personality which could serve as a model worthy of emulation by learners, peers and all others. Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and of the destinies of men and nations. Article XII: Disciplinary Actions Section 1. Any violation of any provision of this code shall be sufficient ground for the imposition against the erring teacher of the disciplinary action consisting of revocation of his Certification of Registration and License as a Professional Teacher, suspension from the practice of teaching profession, or reprimand or cancellation of his temporary/special permit under causes specified in Sec. 23, Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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SCHOOL LEADERSHIP OF PRINCIPALS Article III or R.A. No. 7836, and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836. Article XIII: Effectivity Section 1. This Code shall take effect upon approval by the Professional Regulation Commission and after sixty (60) days following its publication in the Official Gazette or any newspaper of general circulation, whichever is earlier.

2015 Principals' Test (NQESH 2015) June 21, 2015 will be the schedule stated in the DepEd Memorandum No. 18 s. of 2015 The following are eligible to take the test 1. One year as Head Teacher 2. 2 years as Master Teacher or Teacher in Charge 3. Five Years as T-III Current Issues/Topics: 1. Senior High School 2. School Based Management 3. DepEd Rationalization Plan 4. RPMS 5. PBB (Performance-Based Bonus Review the following: (Updated) 1. DECS Manual (very important to have a copy of this) 2. RA 9155 - "Governance of Basic Education Act of 2001" 3. RA 4670 - "Magna Carta for Public School Teachers" 4. EFA - Education for All 5. BESRA - Basic Education Sector Reform Agenda 6. EMIS/BEIS - Basic Education Information System 7. K to 12 8. Writing Correspondence 9. NCBTS-IPPD 10. Code of Ethics for Professional Teachers Erich D. Garcia Ed.D NQESH REVIEWER FOR DEPED PAMPANGA

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School Leadership of Principals

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