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4th Periodical Test with TOS Compilation | SY 2019 – 2020

August 8, 2019, 11:22 pm
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4th Periodical Test with TOS Compilation | SY 2019 – 2020

 

4th Periodical Tests Compilation

GRADE 1 – 4TH PERIODICAL TEST

GRADE 2 – 4TH PERIODICAL TEST

GRADE 3 – 4TH PERIODICAL TEST

GRADE 4 – 4TH PERIODICAL TEST

GRADE 5 – 4TH PERIODICAL TEST

GRADE 6 – 4TH PERIODICAL TEST

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Mega Collection of Licensure Examination for Teachers (LET) Reviewers

August 18, 2019, 11:45 pm
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Mega Collection of LET REVIEWER

The Licensure Examination for Professional Teachers or LEPT is administered by the Professional Regulation Commission (PRC) to teacher hopefuls for elementary level and secondary level.

We have compiled LET REVIEWERS FOR Bachelor of Elementary Education (BEEd) graduates and Bachelor of Secondary Education (BSEd) to increase your chances of passing the Licensure Examination for Teachers.




LET Reviewer

The Licensure Examination for Teachers (LET) covers the following subjects written in either English or Filipino. Just click the links below to download reviewers.

Exam Coverage For Elementary Teacher Examinees and Schedule
  • 6:30 am - 7:45 am - General Instructions/ Filling out of Forms
  • 8:00 am - 10:00 am - General Education                                       Weight: 40%
  • 11:00 am - 2:00 pm - Professional Education                                Weight: 60%
  • Total                                                                                                              100%
Exam Coverage For Secondary Teacher Examinees and Schedule

  • 6:30 am - 7:45 am - General Instructions/ Filling out of Forms
  • 8:00 am - 10:00 am - General Education                                        Weight 20% 
  • 11:00 am - 2:00 pm - Professional Education                                  Weight 40%
  • 3:00 pm - 6:30 pm -  Specialization                                                  Weight 40%
  • Total                                                                                                            100%
Coverage of Examination for General Education
  • English
  • Filipino 
  • Mathematics
  • Science 
  • Social Science 
  • Information and Communication Technology

     Professional Education
    • Principles of Teaching, Educational Technology, Curriculum Development
    • Field Study, Practice Teaching
    • Teaching Profession, Social Dimensions of Education
    • Facilitating Learning, Child and Adolescent Development
    • Assessment of Student Learning, Developmental Reading
    Majorship/ Area of Specialization
    • ENGLISH
    • FILIPINO
    • BIOLOGICAL SCIENCES
    • PHYSICAL SCIENCES
    • MATHEMATICS
    • SOCAL STUDIES/ SOCIAL SCIENCES
    • VALUES EDUCATION
    • MAPEH
    • AGRICULTURE AND FISHERY ARTS
    • TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
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    SCIENCE POSTERS [Hi-Resolution]

    September 13, 2019, 7:11 am
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    Enchanced School Form 2 Download Link

    November 3, 2019, 5:11 pm
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    Enchanced School Form 2 Download Link
    By: Melba Pangcog Lopsoten


    "Dear fellow teachers, we have enhanced and developed a fully automated School Form 2. In just a click of the mouse, the program calculates all the required data from the Form like total number of school days, total absences/cutting classes, total tardy, percentage of enrollment, average daily attendance and percentage of attendance. It also propagates the days of the week and days of the month and automated the colors for tardy, cutting classes and absence due to illness. The program resides in a folder but folder attachment is not possible so anyone interested, give your email address. the attached images are just sneak views of the whole package. EDIT: Because our membership runs to tens of thousands, I will try to save the program in a web page where everybody could download the link. But all follow up questions must be posted in this original thread. I will post the link later. See ya guys....Duh, it is as simple as saving the folder in a zipped file. Internet connectivity is weak here in the boondocks, uploading is taking a its own sweet time."

    Download Here
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    SEAMEO INNOTECH Guro 21 Modules and other Related Materials

    December 9, 2019, 8:51 pm
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    Education the Passport of the Future - Malcolm X

    January 10, 2020, 6:59 am
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    Education is the passport to the future, for tomorrow belongs to those who prepare for it today.
    Malcolm X
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    DepEd Teacher 1 Hiring Guidelines and Requirements for SY 2020 - 2021

    January 13, 2020, 9:50 pm
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    The Department of Education (DepEd) Philippines announces the acceptance of application for Teacher I positions, both in elementary, and secondary level, Junior High School and Senior High School, for SY 2020 - 2021.


    The basis for hiring for Kindergartem, Elementary and Junior High Levels is DepEd Order No. 7, s. 2015 (Hiring Guidelines for Teacher I Positions for School Year (SY) 2015 - 2016), while DepEd Order No. 3, series 2016 for Senior High School teaching positions.

    All applications shall be submitted to the school nearest the residence of the applicant, except for Senior High School (SHS) applicants who shall submit such to the school offering the Track/Strand applied for, for verification of documents/attachments.

    Documentary Requirements for DepEd Teacher Applicant

    School heads are encouraged to exert efforts to scout new teacher-applicants by posting announcement or displaying streamers in front of the school and in conspicuous places in the school premises with regard to the recruitment and selection, specifying the period of application as well as the hereunder documentary requirements, to wit:

    a. Written application (indicating the Unique Application Number)
    b. CSC Form 212 Personal Data Sheet (Revised 2017) in two copies with the latest passport size ID picture
    c. Certified photocopy of PRC, Certificate of Registration/License (not expired)
    d. Certified photocopy of rating, obtained in the Licensure Examination for Teachers (LET)
    e. Certified copies of Transcript of Records (including Certification of General Weighted Average issued by the school/School Selection Committee)
    f. Copies of service record, performance rating and school clearance for those with teaching experience.
    g. Certificate of specialized training, if any
    h. Certified copy of the Voter’s ISD
    i. NBI Clearance
    j. Omnibus certification of authenticity and veracity of all documents submitted, signed by the applicant and duly notarized.

    The applicants shall assume full responsibility and accountability on the validity and authenticity of the documents submitted as evidenced by the Omnibus certification of authenticity. Any violation therein shall automatically disqualify the applicant from the selection process.
    New applicants must register to the DepEd’s online system at application.deped.gov.ph where they must encode their Personal Data Sheet (PDS) and select the division(s) they want to be ranked. Once submitted a Unique Applicant Number (UAN) will be generated.


    DEPED HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVE SCHOOL YEAR (SY) 2015-2016

    To:
    Undersecretaries
    Assistant Secretaries
    Bureau Directors
    Regional Directors
    Schools Division Superintendents
    Heads, Public Elementary and Secondary Schools

    1. The Hiring Guidelines for Teacher I Positions for School Year (SY) 2015 2016 are enclosed for the information and guidance of all concerned.



    2. The issuance of these Guidelines aims to integrate and further institutionalize the primary objective of the K to 12 Basic Education Program, which is to enhance the overall quality of basic education in the country by hiring highly-competent teachers, and to uphold the Department’s mandate under the Magna Carta for Public School Teachers (Republic Act 4670) to promote and improve public school teachers’ employment and career opportunities as well as to attract more people with proper qualifications to the teaching profession.


    3. Immediate dissemination of and strict compliance with this Order is directed.

    BR. ARMIN A. LUISTRO FSC
    Secretary


    (Enclosure to DepEd Order No. 7, s. 2015)

    HIRING GUIDELINES FOR TEACHER I POSITIONS EFFECTIVE SCHOOL YEAR (SY) 2015-2016

    1.0 BACKGROUND AND RATIONALE

    The Department of Education (DepEd) recognizes that the success of any education system greatly relies on the competence of its teachers. Hence. one of the primary issues the Department aims to address through its comprehensive implementation of the K to 12 Basic Education Program is the need for highly competent teachers in public elementary and secondary schools. The program plans to achieve this objective through significantly improving professional standards that will better ensure that the teachers hired are able to substantially contribute to the development of lifelong learners. Furthermore, the hiring system is also set to provide opportunities for the absorption of all qualified kindergarten volunteers and LGU-hired teachers into the national plantilla.
    Faithful to the merit and fitness principle of the Civil Service Doctrine of the Constitution and DepEd’s continuing thrust to enhance the quality of basic education, these hiring guidelines are hereby promulgated for Teacher I positions consistent with the pertinent provisions of existing laws, rules and regulations effective School Year 2015-2016.

    2.0 SCOPE

    These guidelines, which will apply to the filling-up of newly created and/or natural vacancies for Teacher I positions in public elementary (including kindergarten) and secondary schools shall cover the following areas/aspects:
    2.1 Announcement of Vacancies and Receipt of Applications
    2.2 Verification and Validation of Documents Submitted
    2.3 Evaluation and Selection of Qualified Applicants
    2.4 Appointment of Qualified Applicants
    2.5 Monitoring of Division Office Compliance with Hiring Guidelines by the Regional Office

    3.0 DEFINITION OF TERMS

    3.1 Applicant refers to a person who holds a valid certificate of registration/professional license as a teacher from the Professional Regulation Commission (PRC) seeking to be appointed to a Teacher I Position.

    3.2 Bonafide resident refers to an applicant who has been residing for at least six (6) months at the barangay, municipality, city or province in which the school being applied to for a teaching position is located, as evidenced by the Personal Data Sheet (CSC Form 212, Revised 2005) and a Voter’s Identification Card or any proof of residency as deemed acceptable by the School Screening Committee.

    3.2.1 An applicant who has taught as an LGU-funded teacher, Kindergarten Volunteer Teacher (KVT) or substitute teacher for at least one (1)school year in the barangay, municipality, city or province where the school being applied to for a teaching position is located shall also be considered as a bona fide resident, to be validated by a certificate of employment.

    3.3 Locality refers to the barangay, municipality, city or province where the school being applied for is located.

    3.4 Qualified applicant refers to an applicant who has been screened and who, therefore, meets the evaluation and selection criteria used by the Schools Division as provided for in the enclosed guidelines.

    3.5 Registry of Qualified Applicants (RQA) refers to the official list cf applicants who obtained an overall score of seventy (70) points and above based on the criteria set and as a result of the evaluation and selection processes.

    4.0 BASIC RULES ON HIRING AND DEPLOYMENT OF TEACHER POSITIONS

    4.1 Public school teachers requesting for transfer to another station are not considered new applicants and are therefore not subject to these hiring guidelines. DepEd Order No. 22, s. 2013, otherwise known as the “Revised Guidelines on the Transfer of Teachers from One Station to Another” shall be strictly observed.

    4.2 Upon a teacher’s appointment, assignment to a station, and acceptance of the position, he or she shall not be transferred to another school until after rendering at least three (3)years of service in that school.

    4.3 Residents of the locality, LGU-funded teachers, substitute teachers, volunteer teachers, and Philippine Business for Education (PBEd) graduates under the 1000 Teachers Program (1000TP) shall be subject to these hiring guidelines.

    4.4 As provided in Section 26 (b) Paragraph 2 of RA 9293 entitled “An Act Amending Certain Sections of Republic Act Numbered Seventy-eight Hundred and Thirty-six (RA 7836), Otherwise Known as the Philippine Teachers Professionalization. Act of 1994,” teachers who have not practiced their profession for the past five (5) years shall be required to take at least twelve (12) units in education courses, consisting of at least six (6)units of content courses.

    5.0 DEPED TEACHER 1 APPLICATION PROCESS AND REQUIREMENTS

    5.1 All applicants shall register to the Department’s online system at application.deped.gov.ph, where they must encode their Personal Data Sheet and select the division where they want to be ranked. Once submitted, an Applicant Number will be issued. In the submission of application requirements, this Number must be indicated.
         a. Each division shall assign an e-mail address (either its official division office’s e-mail or its HR’s e-mail) where the system will forward the applications.
         b. Applicants who have already submitted requirements prior to the release of these Guidelines must still register to the online system, after which they shall submit their Applicant Number to the division office.

    5.2 An applicant shall submit to the head of elementary or secondary school where a teacher shortage or vacancy (regular and/or natural) exists, a written application, with the Applicant Number indicated, supported by the following documents:
         a. CSC Form 212 Revised 2017 in two copies with the latest 2×2 ID picture 
     
                       (DOWNLOAD: CSC Form 212 Revised 2017)
         b. Certified photocopy of PRC professional identification card or a PRC certification showing the teacher’s name, LET rating, and other information recorded in the PRC Office

         c. Certified photocopy of ratings obtained in the Licensure Examination for Teachers (LET)/Professional Board Examination for Teachers (PBET)
     
         d. Certified copy of transcript of records

         e. Copies of service records, performance rating, and school clearance for those with teaching experience. If unavailable, the applicant must submit a justification citing the reason/s for unavailability.

         f. Certificates of specialized training, if any

         g. Certified copy of the Voter’s ID and/or any proof of residency as deemed acceptable by the School Screening Committee

         h. NBI Clearance

         i. Omnibus certification of authenticity and veracity of all documents submitted, signed by the applicant

    5.3 The applicant assumes full responsibility and accountability on the validity and authenticity of the documents submitted, as evidenced by the Omnibus certification of authenticity (Item 5.2.i above). Any violation will automatically disqualify the applicant from the selection process.

    6.0 EVALUATION AND SELECTION COMMITTEES

    6.1 The Schools Division Superintendent (SDS) shall issue a Memorandum organizing and designating the members of the following committees:

        6.1.1 School Screening Committee

        6.1.2 Division Selection Committee

    6.2 The Committees shall have the following compositions and functions:
        6.2.1 School Screening Committee
        6.2.1.1 Composition
            a. The Committee at the elementary level shall be chaired by the School Head with four (4) teachers as members. In the case of primary. incomplete elementary and multi-grade (MG) schools, the Committee shall be chaired by the cluster school head with four (4)teachers from the cluster schools as members.

            b. The Committee at the secondary level shall be chaired by the School Head. The Department Head concerned and three (3) teachers from the different learning areas (as needed based on the school’s vacancies) shall be members. For small secondary schools that do not have department heads, the School Head shall be the Committee Chair with four (4) subject leaders from different learning areas as members.

           c. Committee members shall be identified by the School Head using the above-mentioned specifications. The School Head shall then transmit the Composition of the School Screening Committee to the Schools Division Superintendent for the issuance of a corresponding Designation Order.

    6.2.1.2 Functions
          a. Ensures that the updated lists of vacancies are regularly posted at conspicuous places and at the websites cf schools and teacher education training institutions at all times. The step-by-step procedure in applying for Teacher I positions, including a copy of this Order, must be posted as well.

         b. Receives applications and documents.

        c. Verifies and certifies as to completeness, veracity, accuracy, and authenticity of documents.

        d. Issues a certification to each applicant that it has received the application specifying the documents that have been submitted in support of the application.

            i. The School Screening Committee shall not refuse acceptance of any application. If any of the required documents are incomplete or invalid, the Committee shall immediately notify the applicant to facilitate the complete and proper submission of documents.

            ii. Regardless of being incomplete or invalid, however, all applications must still be forwarded to the Division Selection Committee, albeit such submissions must be noted and marked by the Committee.

    e. Produces copies of the received applications and documents before submitting the original submissions to the Division Selection Committee. The copies are then to be compiled and/or bound, with a table of contents and proper pagination, and are to be kept in the Office of the School Head for records purposes.

    6.2.2 Division Selection Committee

    6.2.2.1 Composition

    For Elementary Schools
    Chair: Assistant Schools Division Superintendent (ASDS) Members:
    Three (3)Education Program Supervisors/Specialists Division Chapter President of the Philippine Elementary Schools Principals Association (PESPA)
    Division Level President of the Parent-Teacher Association (FTA) Authorized representative of an accredited teachers’ union, as evidenced by the Certificate of Accreditation issued by the Civil Service Commission (CSC)
    In the evaluation of SPED elementary applicants, the SPED Division Coordinator shall be part of the Committee.
    For MG schools, the Division MG Coordinator shall be part of the Committee.

    For Secondary Schools (Grades 7 to 10)
    Chair: Assistant Schools Division Superintendent Members:
    Three (3)Education Program Supervisors/Specialists
    Division Chapter President of the National Association of Public Secondary School Heads, Inc. (NAPSSHI) or the National Association of Secondary Schools of the Philippines (NASSHPHIL)
    Division Level President of the Parent-Teacher Association (PTA) Authorized representative of an accredited teacher’s union, as evidenced by a Certificate of Accreditation issued by the Civil Service Commission

    In the evaluation of SPED secondary applicants, the SPED Division Coordinator shall be part of the Committee.
           a. In schools divisions where there is no ASDS, the Superintendent shall designate an Education Program Supervisor as the Chair of the Division Selection Committee.
          b. The official in charge of personnel actions shall provide secretariat services and maintain the minutes of proceedings of the selection and deliberation process. The minutes shall be signed by the Chair and all members of the Division Selection Committee.

    6.2.2.2 Functions
          a. Receives from the School Screening Committee the list of applicants with the corresponding documents.
         b. Verifies the documents submitted by the School Screening Committee as to completeness, accuracy, authenticity, and veracity.
         d. Evaluates applicants on Education, Teaching Experience, LET/PBET Rating, Interview, Demonstration Teaching, and Specialized Training and Skills based on the criteria set forth in these guidelines.
         e. Reviews and consolidates the results of the individual ratings of applicants, based on the scores they obtained in each criterion for evaluation.
         f. Prepares separate division-wide RQAs for Kindergarten, Elementary, and Secondary,
         g. Sends to each applicant a written communication detailing the scores he or she has received for each evaluation criterion as well as the final overall rating, signed by the Chair.
          h. Secures list of its LGU-funded teachers from the office of the provincial governor, city/municipal mayor, or provincial/city/municipal administrator.
           i. Ensures that LGU-funded and volunteer teacher applicants go through the application process as provided for in these guidelines.
           j. Submits the complete results of the evaluation of applicants, including pertinent records of deliberations, to the SDS for approval.

    6.3 In cases involving applicants who may be assigned in a school located in an indigenous peoples (IP) community and/or serving IP learners, the School and Division Screening Committees may appropriately consult with IP elder(s)/leaders recognized by the community to verify and better assess such applications in reference to relevant provisions of these guidelines.

    7.0 EVALUATION AND SELECTION PROCEDURE AND CRITERIA

    Applicants shall be evaluated using the following criteria:
    CRITERIAPOINTS
    a. Education20
    b. Teaching Experience15
    c. LET/PBET Rating15
    d. Specialized Training and Skills10
    e. Interview10
    f. Demonstration Teaching15
    g. Communication Skills15
    TOTAL100

    7.1 Education – 20 points

    Education shall be rated in terms of the applicant’s academic achievement. Thus, all subjects with corresponding units must be included in the computation.
    7.1.1 Rating of Education shall be based on the following equivalents, with 1.0 as the highest and 3.0 as the lowest:
    General Weighted Average (GWA)Equivalent PointsGeneral Weighted Average (GWA)Equivalent Points
    1.018.002.012.00
    1.117.402.111.40
    1.216.802.210.80
    1.316.202.310.20
    1.415.602.49.60
    1.515.002.59.00
    1.614.402.68.40
    1.713.802.77.80
    1.813.202.87.20
    1.912.602.9 – 3.06.60
    When the percentage rating is used, the following table of equivalents shall be used, with 1.0 as the highest and 3.0 as the lowest.

    Percentage RatingGWAPercentage RatingGWA
    99.00 – 1001.086.50 – 87.502.0
    97.75 – 98.751.185.25 – 86.252.1
    96.50 – 97.501.284.00 – 85.002.2
    95.25 – 96.251.382.75 – 83.752.3
    94.00 – 95.001.481.50 – 82.502.4
    92.75 – 93.751.580.25 – 81.252.5
    91.50 – 92.501.679.00 – 80.002.6
    90.25 – 91.251.777.75 – 78.752.7
    89.00 – 90.001.876.50 – 77.502.8
    87.75 – 88.751.975.00 – 76.252.9 – 3.0

    Applicants with non-education degrees shall be rated using their GWAs in their baccalaureate degrees and the eighteen (18)professional units in education.
    If the school issues a certification of GWA with a corresponding percentage rating that does not conform to the above table, the committee shall refer to the grading system of the school.

    For schools with “unique” grading systems, a corresponding transmutation table shall be constructed.

    Applicants with a Master’s Degree (MA or MS) shall be given +1 point, while applicants with a Master’s Degree and with a Doctorate (PhD) shall be given +2 points.

    7.1.2 Additional requirements for kindergarten applicants
    a. He/she must have obtained any of the following degrees, or its equivalent:

    Degrees:
    Bachelor in Early Childhood Education
    Bachelor of Science in Preschool Education
    Bachelor of Science in Family Life and Child Development
    Bachelor in Elementary Education, with specialization in Kindergarten, Preschool or Early Childhood Education (ECE)
    Bachelor in Elementary Education, Major in Teaching Early Grades
    Bachelor of Arts/Science Degree in discipline allied to Education, such as Psychology, Nursing, Music and Arts, et cetera, with at least 18 units in content courses or subjects in ECE

    Equivalent:
    Bachelor in Elementary Education, Major in Special Education (SPED) with 18 units in ECE
    Bachelor of Secondary Education with additional Diploma in ECE including Practice Teaching in Kindergarten Education
    Other degree courses and/with at least 18 units in Early Childhood Education
    The Division Selection Committee may consider any other similar Bachelor’s degree in Early Education.
    b. In cases where there are limited eligible teachers with ECE units, the following measures may be adopted.
    Upon appointment, the teacher shall be required by the Schools Division Office (SDO) to earn ECE units gradually. Nine (9)ECE units may be earned at the end of Year 1; eighteen (18) units, Year 2; and twenty-one (21)units, Year 3.
    c. Kindergarten teacher applicants must not be more than forty-five (45) years old.

    7.1.3 Additional requirements for SPED elementary applicants
    a. He/she must possess any cf the following qualifications:
    Educational QualificationRequirement
    BSEEd-BS Special EducationWith Specialization in SPED-Undergrad
    BSEEd/BSSPEdWith 18 Units MA-SPED and 3 years actual teaching in SPED
    VS Performance Rating
    BSEEd/BSSPEdWith 15 units MA-SPED and 4 years of actual teaching in SPED
    VS Performance Rating
    BSEEd/BSSPEdWith 12 Units in MA-SPED and 5 years of actual teaching in SPED
    VS Performace Rating
    BSEEd/BSEWith 9 units MA-SPED and 6 years actual teaching in SPED
    VS Performance Rating
    BSEEd/BSSPEd/BSEWith teaching experience in SPED or Inclusive Setting
    VS Performance Rating
    In cases where applicants do not have the appropriate educational qualifications for SPED, they may still be evaluated but shall be categorized separately from those who have met the said requirements.
    b. He/she must have at least three (3) years of experience in providing educational services to any of the categories of children with special needs. This is to be verified by a certification from the Principal to be submitted as part of the application.
    c. A certification from the Principal that the applicant has had a Very Satisfactory performance rating for the last three (3) years must be submitted as part of the application.

    7.1.4 Additional requirements for SPED secondary applicants
    He/she must possess any cf the following qualifications:
    Bachelor of Secondary Education, major in Special Education
    Bachelor of Secondary Education plus 18 units in special education in the graduate level
    Bachelor of Secondary Education plus 15 units in special education with 2 years of very satisfactory teaching experience in the regular schools and is willing to be trained within a year
    Bachelor of Secondary Education plus 12 units in special education with 4 years of very satisfactory teaching experience in the regular schools and is willing to be trained within a year
    Bachelor of Secondary Education plus 9 units in special education with 6 years of very satisfactory teaching experience in the regular schools and is willing to train within a year
    Bachelor Of Secondary Education plus 2 years of very satisfactory teaching experience as a SPED teacher

    7.2 Teaching Experience – 15 points

    Teaching experience in Early Childhood (EC) kindergarten/preschool, elementary, secondary, tertiary, higher education, Special Education (SPED), Alternative Learning System (ALS), Technical-Vocational Education and Training (TVET), learning institutions offering culture-based education programs for indigenous peoples (IP) – even prior to passing the LET – shall be given 1.50 points for every school year but shall not exceed twelve (12)points.
    For every month of service, 0.15 point shall be given.
    Example: 8 months = 1.20 points
    10 months = 1.50 points
    The full 0.15 point per month of teaching experience shall be given to the applicants who have come from schools and institutions that are government-accredited or -recognized. Certificate/s of employment shall be used to determine validity of teaching experience.
    Teaching experience of kindergarten volunteer teachers (KVT) and LGU-funded teachers shall merit additional points on top of the score they obtain from the above points system, as follows:
    Less than 2 years experience = +1 point
    2 to less than 5 years experience = +2 points
    5 or more years experience = +3 points

    7.3 LET/PBET Rating – 15 points

    Equivalent points of applicants rating in the LET/PBET shall be as follows:
    LET RatingPointsPBET RatingPoints
    87 and above1582 and above15
    84 – 861479 – 8114
    81 – 831376 – 7813
    78 – 801273 – 7512
    75 – 771170 – 7211

    7.4 Specialized Training and Skills – 10 points

    Specialized training for skills development in fields related to the work, duties, and functions of the Teacher I position to be filled shall be given a maximum of 10 points.
    In the assignment of points, the following should be met:
    Presentation of a certificate of at least ten (10) days’ training – 5 points or nothing
    Demonstration of the skill – 5 points or nothing
    For applicants who may be assigned to a school located in an IP community and/or serving IP learners, knowledge and proficiency in the language(s) and culture of the concerned IP community shall be validated with the following:
    QualityIndicator/EvidencePoints
    Language proficiency

    For those applying to teach in Kindergarten -Grade 3:

    Fluency in the community language needed to teach using the mother tongue    		Can speak the community’s language with adequate fluency and ease to discuss various concerns with adults in the community2
    For those applying to teach in Grades 4-10: Familiarity with the day-to-day conversational language of the community needed to interact with community members and culture-bearers *

    (* Culture bearers tire elders, leaders, and other community members recognized for their expertise on particular Indigenous Knowledge Systems and Practices (IKSPs) who are willing to facilitate the learning of IKSPs.)    		A certificate or any form of attestation from the IP elder(s)/leaders recognized by the community may be submitted to support this

    Can take part in simple conversations using the community’s local language

    A certificate or any form of attestation from the IP elder(s)/leaders recognized by the community may be submitted to support this    		2
    Familiarity with and respect for the community’s cultureA certificate or any form of attestation from the IP elder(s)/leaders recognized by the community3
    Competency in indigenization of the teaching-learning process/Indigenous Peoples Education (IPEd)

    Has undergone training related to the indigenization of the teaching-learning processPresentation of training certificate/s

    		5 days
    7 days
    10 days and over    		0.50
    1
    1.5
    Has practiced appropriate indigenization of the teachingleaming process in previous teaching engagementsCertification from previous learning institution/s served

    		1 year
    2-3 years
    4-5 years
    6-7 years
    7-9 years
    10 years and over    		0.5
    1
    2
    2.5
    3
    4
    If the total points reached by an applicant exceed ten (10) points, a rating of 10 is given.

    7.5 Interview – 10 points

    The Division Selection Committee shall interview applicants and ensure that all have equal opportunities to be assessed. Applicants shall be interviewed on topics such as:
    Professional experiences
    Instructional skills
    Technology/computer skills
    Classroom discipline
    Classroom management
    Knowledge of content/materials
    Planning skills
    Relationships with administration, staff, parents, and students
    Personal qualities
    Applicants shall be rated based on the competencies and standards indicated below; thus, interview questions should be aligned with these.
    Applicants shall be rated based on the competencies and standards indicated below; thus, interview questions should be aligned with these.

    I. Teaching Ability: Demonstrates an appropriate knowledge of content and pedagogy
    • Conveys ideas and information clearly
    • Provides reasonable examples cf effective lesson-planning, instructional strategies, and/or student assessment
    • Makes content meaningful to students in the district
    • Sets concrete, ambitious goals for student achievement
    • Addresses the multiple and varied needs of students
    • Focuses on achieving results with students
    • Indicates confidence that all students should be held to high standards
    • Maintains high expectations for students when confronted with setbacks; continues to focus on the students’ academic success
    • Reflects on successes and failures
    II. Classroom Management: Demonstrates ability to deal effectively with negative student behavior
    1. Assumes accountability for classroom environment and cultures
    2. Conveys reasonable understanding of potential challenges involved in teaching in a high-need school
    3. Demonstrates ability to deal effectively with negative student behavior
    4. Persists in offering viable or realistic strategies to deal with classroom management challenges
    5. Remains productive and focused when faced with challenges
    6. Conveys willingness to try multiple strategies or something new when things change or when confronted with challenges
    7. Displays willingness to adapt classroom management style to meet the particular needs or culture of a school
    III. School Fit: Demonstrates skills and needs for development that can be a good fit with the school
    • Interacts with interviewer in appropriate or professional manner
    • Respects the opinions of others
    • Recognizes that families impact student performance
    • Strategies create positive relationships with administrators, faculty, students
    • Expresses personal and professional expectations and/or preferences that are in line with the school culture
    • Demonstrates interests and skills that match the school’s culture and needs
    • Interacts appropriately with supervisors, colleagues, parents and students
    The rater shall make brief notes to support his or her observations and judgments about the individual’s skills as related to the listed competencies and to make a rating, from Not Fully Acceptable (NFA), Fully Acceptable [FA), to Exemplary (E) for each competency, using these standards and equivalent points:
    Exemplary (E)
    5 points    		Fully Acceptable (FA)
    3 points    		Not Fully Acceptable (NFA)
    1 point
    Applicant’s response contained many, if not all, of the target behaviors. His/her responses indicate well-developed skills and aptitude for that competency, which would most likely lead to job success. The person’s responses are of superior quality for this job.Applicant’s response covered some of the target behaviors, but not quite at the level that would be ideal for that competency. Still, the quality of the person’s answers leads you to believe that he/she would be successful with some additional exposure and/or training.Applicant’s response contained very few of the target behaviors. Either the behaviors he/she discussed were not at, or even close to. the level indicated in the target behaviors, or the person did not give you enough information for you to have confidence that he/she has that competency at the level needed for success.
    The number of points attained for each of the three (3) listed competencies (TeachingAbility, Classroom Management, School Fit) shall be added and then divided by fifteen (15).The quotient shall then be multiplied by 0.10 or 10%. The product shall then be multiplied by 100.
    Example: Sum of points attained for the three competencies = 9
    [(9/15) x .10] x 100 = 6
    Score for Interview = 6 /10

    7.6 Demonstration Teaching – 15 points

    Applicants shall be evaluated according to the rubrics indicated on the following pages.

    7.7 English Communication Skills – 15 points

    An English Proficiency Test (EPT) shall be administered to applicants by the National Education Testing and Research Center (NETRC). The respective Division Testing Coordinators shall coordinate with NETRC regarding the conduct and schedule of the exam in their division, which should be within February to March.
    The total percentage score obtained by an applicant shall be multiplied by the weight of fifteen (15) points, asfollows:
    Percentage Score = 98% or 0.98
    Weighted Points = 15
    Rating = .98 x 15 = 14.7 points

    8.0 CONSTITUTING AND UTILIZING THE REGISTRY OF QUALIFIED APPLICANTS (RQA)

    8.1 The RQA is the list of qualified applicants for appointment, which shall include their names, permanent addresses, and final evaluation ratings.
    8.2 It shall be used in filling-up new items and natural vacancies for Teacher I positions.
    8.3 The cut-off score for inclusion in the RQA is seventy (70)points.
    8.4 The RQA should 1) be published in order of highest to lowest scores of the applicants, 2) show both the results of each criterion and the final overall rating, 3) only include those who obtained total scores of seventy (70) and above, 4) indicate the date of posting, and 5) be signed by the SDS.
    8.5 Separate RQAs for Kindergarten, Elementary, and Secondary shall be prepared by the Division Selection Committees. The RQA for Kindergarten shall be prepared by the Division Selection Committee for Elementary Schools.
    8.6 Subject area specialization of the qualified applicants shall be the primary consideration in the secondary school level. Thus, the applicant to be appointed should have the subject-area specialization needed by the school.
    8.7 The RQAs for Secondary Schools shall be prepared by subject area specialization, as follows: English, Filipino, Algebra, Trigonometry, Geometry, Statistics, General Science, Biology, Chemistry, Physics, Araling Panlipunan, Edukasyon sa Pagpapakatao, Music & Arts, Physical Education & Health, and SPED. Depending on the schools’ TLE offerings, separate RQAs for Agri-Fishery Arts, Home Economics, Information and Communications Technology (ICT),and Industrial Arts shall be prepared as well.
    8.8 In schools with SPED teacher requirements, SPED specialization of qualified applicants shall be the primary consideration. As such, the applicant to be appointed should have the qualifications stated in Section 7.1.1.3.
    8.9 Following DepEd Memorandum No. 141, s. 2013 on the Hiring of Graduates of 1000 Teachers Program, of the Philippine Business for Education, qualified applicants under PBEd’s 1000 TP program shall be given priority in hiring.
    8.10 The RQAs should be ready by the last week of April of every year so that qualified applicants may be appointed by May 1. The RQA shall be valid for a period of one (1)school year.
    8.11 As a general rule, only applicants listed in the RQA are eligible for hiring and appointment, with priority given to bonafide residents of the barangay, municipality, city, or province (in the order as aforestated) where the school is located. 8.11.1 In cases where the number of qualified applicants from the barangay is greater than the number of available Teacher I items, priority in hiring shall be given to applicants from the barangay according to their overall rating (number score) in the RQA, from highest to lowest. The same rule shall apply in the appointment of applicants from the municipality, city, and province.
    8.12 In cases where all those in the RQA have been appointed and assigned to their respective stations and there are still available positions, the concerned Schools Division Office shall coordinate with a neighboring SDO whose RQA has not yet been exhausted and facilitate their applicants’ deployment to the Division, subject to the applicants’ written concurrence. If an applicant refuses to be deployed to the other division, no deployment shall be effected. The evaluation process shall not be repeated; the scores given by the neighboring SDO shall be respected.

    9.0 APPOINTMENT OF QUALIFIED APPLICANTS The Schools Division Superintendent (SDS) shall:

    9.1 Post the signed, complete results (RQAs) in at least three (3) conspicuous places in the Division Office and on the website of the Division Office. The RQAs must have the contents indicated in Section 8.4.
    9.2 Provide the School District and every kindergarten, elementary, and secondary school with copies of the RQAs for posting in their areas of jurisdiction. Regional Directors, LGUs, and Legislative District Representatives shall also be provided with copies of the RQAs.
    9.3 Advise newly-hired teachers to report for their first day of work on May 15, provided that appointment papers are already in order.

    10.0 MONITORING OF DIVISION COMPLIANCE

    Regional Directors shall regularly monitor and ensure strict compliance with the provisions of these hiring guidelines, as follows:
    10.1 Dissemination and discussion of these guidelines with teachers, school heads, district supervisors, superintendents, and other schools division officials:
    10.2 Preparation of schools to receive and acknowledge applications;
    10.3 Organization of Division Selection Committees and School Screening Committees;
    10.4 Briefing and orientation of members of these committees regarding their roles and functions;
    10.5 Preparation of scoring sheets, interview guides, and tests of applicants:
    10.6 Briefing and information-sharing with local governments and other local stakeholders in teacher hiring;
    10.7 Preparation of a report on the observations, both positive and negative, in actual division practices in implementing these guidelines; and
    10.8 Submission of said report on a quarterly basis to the Office of the Secretary through the Office of the Assistant Secret ary for Planning.

    22.0 GRIEVANCE AND PROTEST PROCEDURES

    Aggrieved qualified applicants in the RQAs of the Schools Division Office and those who are disqualified under Sec. 5.2.i of these guidelines may file a protest or complaint, respectively.

    22.0 REPEALING CAUSE

    These Guidelines hereby amend DepEd Order No. 14, s. 2014. Other rules, regulations and issuances which are also inconsistent with these guidelines are hereby repealed, rescinded or modified accordingly.

    23.0 EFFECTIVITY

    The guidelines and criteria provided in this Order shall take effect immediately.

    BR. ARMIN A. LUISTRO FSC
    Secretary
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    Early Registration for SY 2020 - 2021 (Tarpaulin, and Registration Form)

    January 13, 2020, 10:57 pm
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    Early Registration for SY 2020 - 2021
    (Tarpaulin and Registration Form Free Download Materials)

    Early Registration for School Year 2020 - 2021  will start on January 25 - February 25, 2020.
    Download here a copy of the suggested tarpaulin design which you can print with your division/ school logos as well as the suggested learner individual registration form.


    TARPAULIN DESIGN
    Download



     
    REGISTRATION FORM
    Download
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    Bob Ong Quotes #1

    January 19, 2020, 4:28 am
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    “Hikayatin mo lahat ng kakilala mo na magkaroon ng kahit isa man lang paboritong libro sa buhay nila. Dahil wala nang mas kawawa pa sa mga taong literado pero hindi nagbabasa.”
    ― Bob Ong
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    Bob Ong Quotes #2 #Life #Education

    January 19, 2020, 1:50 pm
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    Dalawang dekada ka lang mag-aaral. Kung di mo pagtitiyagaan, anak, limang dekada ng kahirapan ang kapalit. Sobrang lugi. Kung alam lang iyon ng mga kabataan, sa pananaw ko e walang gugustuhing umiwas sa eskwela.

    Bob Ong
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    GUIDELINES ON THE RECLASSIFICATION OF POSITIONS

    January 19, 2020, 7:01 pm
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    GUIDELINES ON THE RECLASSIFICATION OF POSITIONS

    1.0 Purpose

    This Circular is issued to amend the guidelines on the reclassification oppositions as part of the mandate of the Department of Budget and Management (DBM) to administer and maintain the Compensation and Position Classification System (CPCS) in the government.

    2.0 Coverage, Exclusion and Prohibition

    2.1 Reclassification of positions shall apply only to filled regular positions in the national government covered by or following the CPCS established under Republic Act (RA) No. 6758′, as amended.

    2.2 Reclassification of positions shall not apply in the case of casual and contractual positions in view of their limited tenure.

    2.3 The reclassification of filled positions in local government units is prohibited in view of Section 325 (f) of RA. No. 71601 2, s. 1991.

    3.0 Class Categories

    Pursuant to Section (3)(a) of Congress Joint Resolution No. 4, s. 20093. the classes of positions under the CPCS shall be categorized as follows:

    3.1 Sub-Professional category – This category includes positions involved in structured work in support of office operations or those engaged in crafts, trades, manual or clerical work.

    3.2 Professional category – This category includes positions performing work requiring the exercise of profession or application of knowledge acquired through formal training in a particular field or the exercise of a natural, creative and artistic ability or talent in arts and letters. Also included in this category are positions involved in research and application of professional knowledge and methods to a variety of technological, economic, social, industrial, and governmental functions.

    3.3 Executive category – This category includes managerial positions involved in the execution of laws, rules and regulations, in the legislation of laws and ordinances, and in the administration of justice.

    4.0 Guidelines

    4.1 Reclassification is a form of staffing modification or position classification action which is applied only when there is warranted substantial change in the regular duties of the incumbent of the position.

    It generally involves a change in any or all of the position attributes, i.e., position title, salary grade or position level. However, if the salary grade of the position is maintained, the staffmg/classification action is deemed a retitling, provided that the new position title belongs to the same occupational group.

    Reclassification of positions shall be subject to approval of the DBM.

    4.2 Reclassification may be applied in the following cases:

    4.2.1 There are changes in the level/category of the government entity which will bear on the level of key positions;

    4.2.2 There are changes in the quantitative and other factors used in determining the appropriate position and level in accordance with existing position classification standards;

    4.2.3 The reclassification of a position is provided by law or Presidential authority; or

    4.2.4 Other meritorious cases as may be determined by the DBM.

    4.3 The following are the only instances when reclassification is based on the qualification of the incumbent:

    4.3.1 Implementation of the Equivalents Record Forms (ERFs) of teachers pursuant to Section 14 of Presidential Decree No. 985. as implemented by DBM Circular Letter No. 84-4 dated May 30, 1984 and Budget Circular No. 2004-1 dated January 23, 2004;

    4.3.2 Implementation of the Master Teachers career path provided under Executive Order No. 500 dated March 21, 1978, as implemented by National Budget Circular (NBC) No. 303 dated April 10, 1979 and National Compensation Circular No. 24 dated May 20. 1983: and

    4.3.3 Implementation of NBC No. 461 dated June 1, 1998 for faculty members of SUCs, higher education institutions, and TESDA technical education institutions, and of NBC No. 308 dated May 28, 1979 in the case of faculty members of the University of the Philippines System and the Mindanao State University System.

    4.4 A position may be reclassified only within the same class category, as described under Item 3.0 of this Circular.

    Accordingly, the previous policy which allows reclassification to a different class category is hereby rescinded.

    4.5 The reclassification may involve an upward or downward change in the classification of a position, but not to exceed one (1) position level\ except those enumerated under Items 4.2.1 to 4.2.3 and 4.3 of this Circular.

    4.6 To preserve meritocracy and fitness in the civil service, a position may be reclassified only if the present incumbent fully meets the qualification standards prescribed by the Civil Service Commission (CSC) for the position, as reclassified.

    4.7 The reclassification shall not result in a distortion in the hierarchy and mix of positions in the staffing pattern nor in the organizational structure, not only within the unit where said position is deployed, but also among equivalent or parallel units in the agency.

    4.8 The following shall not be used as bases for the reclassification of position:

    4.8.1 New duties/assignments which are temporary in nature;

    4.8.2 Non-performance of the regular duties and responsibilities of a position by reason of the incumbent’s inability or incompetence; and

    4.8.3 Qualifications of the incumbent except those enumerated under 4.3 of this Circular.

    4.9 Reclassification shall not apply to vacant regular positions which necessitate changes in their position titles for being under any of the instances cited in Item 4.2 of this Circular. Instead, the conversion of positions shall be effected, i.e., the items shall be abolished and in their stead, the appropriate positions shall be created.

    4.10 Agency proposals for reclassification of positions, as endorsed by the respective agency head, shall be submitted to the DBM Bureau or Regional Office concerned, together with the following documents:

    4.10.1 Duly accomplished Position Description Form (PDF), including the Unique Item No. of the position to be reclassified per latest Personnel Services Itemization and Plantilia of Personnel (PSIPoP);

    4.10.2 Statement of functions of the unit where the position belongs;

    4.10.3 Justification for the reclassification of positions;

    4.10.4 A certification that the incumbent fully meets the qualification standards set by the CSC for the position as reclassified;

    4.10.5 If no amount is appropriated specifically for the reclassification of positions, identification of vacant positions to be offered for abolition which shall be used as funding source for said purpose in accordance with the “scrap and build” policy; and

    4.10.6 Other documents that DBM may require in the evaluation of proposals.

    4.11 Agencies which have been granted budget flexibilities by the DBM may reclassify filled positions provided, that, the incumbents fully meet the CSC’s qualification standards requirement for the positions, as reclassified; such are in accordance with position classification standards; and such are within their budget management authorities. Any additional funding requirement shall be sourced out of the abolition of vacant positions. If found in order, the DBM shall issue the corresponding Notice of Organization, Staffing and Compensation Action to formalize the change in the agency staffing pattern. However, if upon review the reclassification actions made by the agencies are not in order, the DBM reserves the right to make modifications therein.

    5.0 Resolution of Cases

    Cases not covered by the provisions of this Circular shall be referred to the DBM for resolution.

    6.0 Repealing Clause
    This Circular repeals and supersedes Budget Circular No. 2005-5? dated August 16, 2005.

    7.0 Effectivity

    This Circular shall take effect immediately.

    (Sgd) BENJAMIN E. DIOKNO
    Secretary

    Source: DBM Budget Circular No. 2018-3 (Download)
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    SSL V Tranches | Salary Schedule, Including Step Increments

    January 19, 2020, 10:22 pm
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    Salary Schedule, including Step Increments Under SSL V
    (First to Fourth Tranche)

     
    Based on the Senate Bill No. 1219 and House Bill No. 5712 the proposed date of effectivity or implementation of the Salary Standardization Law V or SSL V First Tranche is on January 1, 2020. On January 8, 2020, President Rodrigo Duterte signed this into a law.

    First Tranche

    Second Tranche

    Third Tranche

    Fourth Tranche
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    20+ Quotes of Kobe Bryant #LifeQuotes #Inspiration #RestInPeace

    January 27, 2020, 12:01 am
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    1. "I have self-doubt. I have insecurity. I have fear of failure. I have nights when I show up at the arena and I'm like, 'My back hurts, my feet hurt, my knees hurt. I don't have it. I just want to chill.' We all have self-doubt. You don't deny it, but you also don't capitulate to it. You embrace it."
    2. "The topic of leadership is a touchy one. A lot of leaders fail because they don't have the bravery to touch that nerve or strike that chord. Throughout my years, I haven't had that fear."
    3. "I don't want to be the next Michael Jordan, I only want to be Kobe Bryant."

    4. "Everything negative - pressure, challenges - is all an opportunity for me to rise."
    5. "I'll do whatever it takes to win games, whether it's sitting on a bench waving a towel, handing a cup of water to a teammate, or hitting the game-winning shot."
    6. These young guys are playing checkers. I'm out there playing chess.

    7. "My parents are my backbone. Still are. They're the only group that will support you if you score zero or you score 40."
    8.  "I've played with IVs before, during and after games. I've played with a broken hand, a sprained ankle, a torn shoulder, a fractured tooth, a severed lip, and a knee the size of a softball. I don't miss 15 games because of a toe injury that everybody knows wasn't that serious in the first place."
    9. Everyone looks at your watch and it represents who you are, your values and your personal style.
    10. The Black Mamba collection of watches is me: It is my alter ego, so to speak. As I mentioned before, it is sharp, cutting edge and sleek which are
      characteristics I try to apply when I'm out there on the basketball court.

    11. I am chasing perfection.

    12. We all know what flopping is when we see it. The stuff that you see is where guys aren't really getting hit at all and are just flailing around like a fish out of water.

    13.  I can't relate to lazy people. We don't speak the same language. I don't understand you. I don't want to understand you.
    14.  I love going one-on-one with someone. That's what I do. I've never lost. It's a whole different game, just to have them right in front of you and be able to do whatever you want.

    15.  The important thing is that your teammates have to know you're pulling for them and you really want them to be successful.
    16. If you're afraid to fail, then you're probably going to fail.
    17. Magic has five championships. I have five championships. I'm pretty sure we both know what we're doing.
    18. Sports are such a great teacher. I think of everything they've taught me: camaraderie, humility, how to resolve differences.

    19. The most important thing is to try and inspire people so that they can be great in whatever they want to do.
    20. I don't think a coach becomes the right coach until he wins a championship.

    21. People just don't understand how obsessed I am with winning.
    22.  Winning takes precedence over all. There's no gray area. No almosts.
    23. I'm extremely willful to win, and I respond to challenges. Scoring titles and stuff like that... it sounds, well, I don't care how it sounds - to me, scoring comes easy. It's not a challenge to me to win the scoring title, because I know I can.
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    GUIDELINES ON GRANT OF VACATION SERVICE CREDITS TO TEACHERS

    February 4, 2020, 2:07 pm
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    DO 53, S. 2003 – UPDATED GUIDELINES ON GRANT OF VACATION SERVICE CREDITS TO TEACHERS AMENDED BY DO 84, S. 2003 – ADDENDUM TO DEPED ORDER NO. 53, S. 2003 (UPDATED GUIDELINES ON GRANT OF VACATION SERVICE CREDITS TO TEACHERS) DO 5, S. 2004 – ELIGIBILITY OF REMEDIAL INSTRUCTION CLASSES FOR GRANT OF VACATION SERVICE CREDITS


    1. In line with the policy of this Office to periodically review existing rules and regulations with a view to improve the delivery of education services, the various issuances on the grant of vacation service credits to teachers on teachers’ leave basis are hereby updated and consolidated as follows:

    Statement of Policy

    The basic policy in the grant of vacation service credit is that it should be given only for work beyond regular functions or beyond regular work hours/days where payment of honorarium or overtime pay is not possible. In addition, there are situations wherein extraordinary work is demanded from teachers including those which expose their lives to certain risks and for which monetary compensation is not enough. Thus, extra non-monetary compensation is justified.

    Definition of Terms

    For purposes of this Order, the term, “teacher” shall refer to teachers who do not have to report for classes during the Christmas and long summer vacation and still be entitled to their regular compensation.

    The term, teachers’ vacation service credits refers to the leave credits earned for services rendered on activities during summer or Christmas vacation or in the course of the regular school year, as authorized by the proper authority.

    The term normal teaching load shall refer to six (6) hours of actual classroom teaching a day.

    Uses of vacation service credits

    Vacation service credits are used to offset absences of a teacher due to illness. To offset absences on account of illness, one (1) work day service credit is used to offset one (1) day of absence.
    Activities Eligible for the Grant of Service Credits

    Service credits may be granted for the following activities:

    > services rendered during registration and election days as long as these are mandated duties under existing laws;
    > services rendered during calamity and rehabilitation when schools are used as evacuation centers;
    > services rendered in connection with the conduct of remedial classes during the summer or Christmas vacation or outside of regular school days;
    > services rendered in connection with early opening of the school year;
    > services rendered during school sports competitions held outside of regular school days;
    > services rendered by those who train teachers in addition to their normal teaching loads;
    > teaching overload not compensated by honoraria;
    > teaching in non-formal education classes in addition to teaching in formal education classes carrying a normal teaching load;
    > work done during regular school days if these are in addition to the normal teaching load;
    > conduct of testing activities held outside of school days; and
    > attendance/participation in special DepEd projects and activities which are short-term in duration such as English, Science and Math Mentors’ Training, curriculum writing workshop, planning workshop, etc., if such are held during the summer vacation or during weekends.

    A premium of 20% may be granted for educational activities (as opposed to non-educational activities such as election duties, calamity assistance) which require specialized expertise.

    Activities Not Eligible for the Grant of Service Credits

    Service credits shall not be granted for the following activities:

    > in-service training programs fully funded by the government;
    > assignment to clerical work, such as checking forms and finishing reports commonly required in connection with the opening and closing of classes;
    > reassignment of teachers to duty in another bureau or office; (detailed in another government office)
    > assignment in connection with exhibits at a fair;
    > postponement of a regular teacher’s vacation; and
    > time spent in travelling to and from station to the place where services are rendered.

    DOWNLOAD DepEd Order No. 53, s. 2003
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    Every Problem is An Opportunity

    February 10, 2020, 7:59 pm
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    "Every Problem is an Opportunity for a Creative Solution "
    Download 

    Like and Follow us on Facebook at www.facebook.com/depedk12 www.depedk12.com
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    AWARD CERTIFICATE (For Recognition) (Editable)

    February 13, 2020, 7:20 pm
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    AWARD CERTIFICATE (For Recognition) (Editable .doc File) 

    High-Resolution Graphic 

    Download for FREE this EDITABLE Certificates of Recognition which you can use in the upcoming recognition for the school year 2019 - 2020. This certificates is editable for your convenience. Just click the DOWNLOAD link below to get your FREE and DIRECT copy via Google Drive.






    This certificates are designed and created by DepEdK12.com graphics team to help you in your preparation for the year-end rites. 

    Like and Follow us on Facebook at www.facebook.com/depedk12 
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    100 Instructional Strategies (PDF)

    February 16, 2020, 3:00 pm
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    BSP Desktop Wallpapers (JPG)

    February 16, 2020, 7:00 pm
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    Downloadable School Forms

    February 18, 2020, 5:35 pm
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    The following forms are view-able and downloadable via Google Drive. Feel free to download. Just click on the titles to be redirected to the linked files on google drive.

    SCHOOL FORMS (SF)

    Other Forms

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    CHED Scholarship Program (CSP) 2020

    February 18, 2020, 8:02 pm
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    CHED Scholarship Program CSP





    The Commission on Higher Education (CHED) under Republic Act No. 7722 has the mandate to provide financial assistance through scholarships to qualified and deserving students, preferably the Underprivileged and Homeless Citizens under RA No. 7279, Persons with Disability (PWDs) under RA No. 7277 as amended, Solo Parents and/or their Dependents under RA 8972, Senior Citizens under RA 9994, and Indigenous Peoples under RA 8371.




    Who may apply?

    • Citizenship: Filipino Citizen
    • Academic: Graduating High School or High School Graduate whose General Weighted Average (GWA) is 90% above or its equivalent
    • Financial: Combined annual gross income of parent/s or guardian is not more than Php 400,000.00
    • Programs: Students should enroll in any of the priority courses identified by CHED
    Where to secure file application?
    Where and how to file the application?
    All submission should be addressed to CHEDROs based on point of origin through:

    Schedule and deadline of application:
    Start of application: March 1
    Deadline of submission: May 31

    For queries, call (02) 8988-0001 or email osds-lsad@ched.gov.ph

    Like and Follow us on Facebook at www.facebook.com/depedk12 
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