The NBDB was founded after a long-running dispute that began in the halls of Congress over ten (10) years ago, among legislators who had a common goal of democratizing the supply of educational materials to public schools and avoiding the imposition of tariffs and taxes to foster the growth of the Philippine book publishing industry. Republic Act No. 8047, which established the National Book Development Board—also known as the “Board”—placed it under the administrative direction of the Office of the President.
The Department of Education oversees NBDB, an organization of the Philippine government. Its primary function was to support the ongoing growth of the book publishing industry in the Philippines, involving the private sector to the fullest extent possible. The operational strategies of NBDB include institutionalized research and data collection, public campaigns, investment and trade promotion efforts, and grassroots capacity-building projects.
NBDB’s main responsibility is to create and carry out a National Book Policy and a corresponding National Book Development Plan. Also, NBDB helps the creative industry publish more high-caliber books.
The following programs are carried out by NBDB to encourage the creation of original content:
National Book Development Trust Fund
The purpose of the National Book Development Trust Fund is to encourage Filipino writing. As stated in Republic Act No. 8047, also known as the “Book Publishing Industry Development Act,” it supports the ongoing growth of the book publishing sector throughout the country. Given that authorship is one of the most important components of book publication, the national book policy mandates that the State create a vibrant and encouraging environment for the advancement of Filipino writing and other creative operations in book development.
Publication Grant
First Publication Grants are provided by NBDB to Filipino publishers and authors. The program offers grants for all stages involved in the publication of books written by Filipinos for a worldwide readership, as publication alone can be expensive. The grant, which covers costs for copy editing, layout, design, and printing of freshly generated manuscripts and/or research papers, amounts to 1.6 million pesos to the qualified grantee.
Writers Night
This is a celebration of all Filipino writers throughout the country, and numerous writing awards are given out.
Through industry rivalry, NBDB supports product excellence and innovation among publishers.
Book Fairs and Festivals
Book fairs and festivals are held for publishers who make books in the Philippines.
Fiscal Incentives
Publishers who import raw materials to produce publications of superior quality are allowed to utilize it.
Gintong Aklat Awards
It is awarded to excellent book publishers, taking into consideration the caliber of books they consistently publish. It takes place every two years. The Awards aim to acknowledge and promote the publication of high-caliber books that excel in every facet of bookmaking. Particular categories for appreciation would be content (writing and editing), book design, and book production (printing, binding, etc.).
National Book Awards
The Manila Critics’ Circle (MCC) and the NBDB are the sponsors of this literary award. It honors the most recognized books that are created, illustrated, and released in the Philippines. It is noteworthy that the award is not a manuscript contest, but rather a significant and nonreligious literary prize in the Philippines.
National Children’s Book Awards
The National Children’s Book Awards honor the top books in Philippine children’s literature and are given out every other year by the NBDB in collaboration with the Philippine Board on Books for Young People. Not only is it the very first national award of its type, but it also honors the best children’s books published in the country—both fiction and nonfiction.
Through book contributions and programs that support the establishment of libraries and reading centers in provinces all over the country, NBDB connects with young Filipino readers.
Filipino Readercon
It’s an intimate get-together of diverse individuals who are united by a strong passion for reading and literature.
Little Lit Fest
It’s a children’s literature festival. It encourages children to participate in the event and be young authors.
Philippine International Literary Festival
It is a literary festival created to bring together readers, authors, and professionals in the field to talk about problems confronting the book industry.
Read Aloud Series
It is an imaginative storytelling event that celebrities participate in.
Reading Campaign
It is a celebrity-led reading campaign encouraging individuals to develop the habit of reading.
Reading Series
It is a small-scale literary event including pieces penned by professionals who are dedicated to getting their work published.
World Book and Copyright Day
It’s a day to honor writers, literature, and copyright awareness.
The National Book Development Board (NBDB) encourages and supports Filipinos to pursue professions as self-publishing writers. To learn how to register as an author or writer on NBDB, see the YouTube video by AnakniRizal – Tales of Demi below.
In January 2020, the Department of Health (DOH) recorded the first case of COVID-19 in the Philippines. Later on, the country was locked down to prevent the spread of the virus, the same with other countries. However, it forced many businesses and educational institutions to halt their operations, shut down, or permanently close. That’s why the Department of Education (DepEd) provided guidelines for schools and teachers through the DepEd Order 31.
This policy contains interim guidelines for assessment and grading to ensure learning continuity throughout the country. By implementing this order, schools shall apply distance/blended learning modalities for Filipino students to continue their studies despite the COVID-19 pandemic. In addition, teachers will implement creative and innovative ways to assess learners’ progress, including technology to observe and record students’ learning and development.
On October 2, 2020, the Department of Education (DepEd) issued the DepEd Order (DO) 31, series (s.) 2020 to boost the DO 12, s. 2020 or the “Adoption of the Basic Education Learning Continuity Plan (BE-LCP)” for the school year 2020-2021 because of the COVID-19 Pandemic to ensure continuous teaching and learning while attending to the health, safety, and well-being of teachers, school personnel, and learners. The DepEd Order 31, or the Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan, provides direction for assessing student learning and grading schemes for the 2020-2021 school year.
Interim Policy Guidelines for Assessment and Grading in Light of the Basic Education Learning Continuity Plan
Rationale
Due to the continuous peril caused by Covid-19, the world faces unusual difficulties in basic education. That’s why parents and teachers must adapt to alternative learning modes, ensuring the achievement of necessary curricular goals for learners in preparation for the school year 2020-2021. It requires innovative and creative methods to craft optimal learning experiences and effectively assess learners’ progress under unfavorable situations.
Under this policy, the assessment is applied in distance/blended learning environments to use alternative strategies and tools to support learning while preventing too much pressure on teachers, learners, and their families.
Scope
With its goal to pursue learning continuity, DepEd urges schools to apply relevant assessment and grading practices to assist in learners’ development. That’s why all public elementary and secondary schools throughout the Philippines should implement the policy guidelines for the school year 2020-2021. DepEd also postpones any provision that contradicts this new policy and its guidelines for the said school year regardless of the effect of DO 8 s. 2015.
Furthermore, DepEd encourages the implementation of these interim policy guidelines in private schools, technical and vocational institutions, and higher education organizations, from state and local universities to colleges with K to 12 Basic Education Programs. Private schools and institutions can also reform the guidelines based on their vision, mission, and philosophy by seeking approval from the concerned DepEd Regional Office (RO).
Policy Statement & Principles
To ensure learning continuity during the COVID-19 pandemic, DepEd supervised the health, safety, and well-being of all its teachers, personnel, and learners. Schools should also adopt assessment and grading practices. Since DepEd aims to achieve learning continuity, this order is established based on the following principles:
Assessment should be authentic and holistic in recording the achievement of necessary learning competencies
Assessment is a fundament for comprehending the development and learning of students
Various assessment strategies are essential with formative analysis, prioritizing informed teaching, and promoting growth and mastery.
Assessment and feedback are shared responsibility among teachers, learners, and their families.
Assessment and grading should positively impact learning
Objectives
Teachers, school leaders, learners, and their parents should uphold the integrity of learning and instruction concerning distance education. Thus, DepEd implemented this policy to achieve the following:
Guarantee that all learners are justly assessed and graded in learning continuity despite the health crisis.
Highlight the accomplishment of learning standards by providing reasonable leniency and consideration to learners because of possible challenges they may encounter
Procedures
Roles & Responsibilities
Since distance/blended learning comes with many difficulties for learners and teachers, conducting assessments, limitations, and feedback are essential for different contexts in creating, administering, and grading assessment duties. That’s why DepEd emphasizes the following roles and responsibilities of learners, teachers, and their families to deal with these challenges:
For Teachers
Design the assessment to ensure flexibility in multiple modalities
Communicate with learners, parents, and guardians regarding the standards and design for assessment grading
Set up mechanisms to keep track of and remotely document progress
Give timely, constructive, and relevant feedback
Facilitate remediation for learners requiring further advice and direction
For Learners
Be proactive in informing their teachers about the situation, progress, and difficulties they may encounter
Learners may accomplish a non-mandatory Self-Monitoring Tool independently or with the help of a parent/guardian to monitor their academic progress.
For Parents and Guardians
If necessary, parents or guardians must help with the assessment procedure by:
Connect with the teacher to provide updates about their child’s situation, progress, and difficulties they encounter
Guide their child in fulfilling the assessment tasks and monitoring tools provided by their teacher
A. Planning the Assessment
Teachers must be flexible and creative but still abide by the principles of quality assessment practice. Also, teachers should make their assessment decisions based on the best of all learners with concern for their safety, health, and well-being. Thus, schools must guarantee that all conducted assessment activities are:
In line with necessary learning competencies
Valid, reliable, and transparent
Fair, equitable, and inclusive
Manageable and practical for learners and teachers
Provide learners with various ways to display their learning
Provide prompt and precise information for feedback
While implementing distance/blended learning modes, teachers must create assessments with the expectation that learners will chronologically accept them and openly access different sources. Before choosing and applying assessment methods, teachers must also consider the following questions:
What is the purpose of the assessment?
What will be assessed?
Which method would best allow learners to demonstrate what they have learned, considering their learning modality?
Which method would make it easy to gather evidence of learners’ progress over time?
Will the assessment be completed individually or in groups?
Will the assessment be taken at the same time or submitted within a specific period?
How will the class size affect the way the assessment will be conducted?
How can technology help?
Teachers should also apply formative and summative assessment strategies, like quizzes and long tests, that are specific, frequent, and repetitive without grading restrictions to target necessary skills for learning competencies. Teachers should also design performance tasks to allow learners to apply their education to real-life situations. Meanwhile, teachers must have realistic expectations and utilize their professional judgment to accomplish assessments effectively and remotely.
B. Conducting Assessment Remotely
Communicate the assessment task.
Teachers should explain the following details when communicating the assessment task:
Objectives of the assessment task
Roles of learners, their parents, or guardians
Procedure and expected timeline
Standards and rubrics
Meanwhile, teachers should consult the learners, parents, or guardians when necessary to provide any room for adjustment or flexibility.
Record of Progress.
It’s also fundamental to collect and record learning evidence to monitor the development and learning of students. To record progress, below are the applicable strategies:
Self-Monitoring Tool
Assessment period check-ins of teacher with learner
Evidence in the student’s learning portfolio
C. Feedback and Remediation
Formative and summative assessments should include prompt, constructive, and relevant feedback based on the learner’s record of progress, which is beneficial to student learning. Teachers should use all available communication methods, such as SMS and online channels, in providing feedback. Additionally, teachers should guarantee that learners requiring remediation receive it when they consistently earn low scores in summative assessments to prevent students from failing in any learning area.
D. Grading and Promotion
The difficulties that emerged during the coronavirus pandemic prompted stakeholders in education sectors to reconsider the country’s traditional grading schemes, especially the implementation of various distance/blended learning delivery modalities. Therefore, DepEd issued the interim policy to provide fair leniency to learners. Under this policy, teachers shall administer written works and performance tasks to assess the expected abilities, knowledge, and skills learners should exhibit, which is applicable through the following:
Student’s Learning Portfolio
Minimum of four (4) written works and performance tasks within the quarter
Performance tasks should cover all competencies.
The photos below contain the Summative Assessment Components and Sample Computation of Written Works and Performance Tasks:
Table 1: Weight Distribution of the Summative Assessment Components per Learning Area for Grades 1 to Grade 10
Table 2: Weight Distribution of the Summative Assessment Components for Senior High School
Table 3: Sample Computation of Written Works and Performance Tasks in Languages/AP/EsP for Grade 1 to Grade 10 and SHS Core Subjects
Table 4: Sample Computation of Written Works and Performance Tasks in Math/Science for Grade 1 to Grade 10
Table 5: Sample Computation of Written Works and Performance Tasks in MAPEH/EPP/TLE for Grade 1 to Grade 10
Sample Techniques for Each Formative Assessment Strategy
Sample Summative Assessment Tools that Qualify as Performance Tasks in Various Learning Delivery Modalities
A. Face-to-Face Learning
B. Online Distance Learning
C. Digital/Printed Modular Learning, TV/RBI, and Homeschooling
Sample Holistic Rubric
Sample Analytic Rubric
Sample Integrative Performance Task – Integrated Most Essential Learning Competencies
Rubric for Assessing Online Blogs (For Online Learners)
Rubric for Assessing Offline Interactive Presentation (For Offline Digital Learners)
Rubric for Assessing Informative Write-up Report (For Modular Learners with no gadget and connection)
Sample Self-Monitoring Tool
Three-Level Model of Feedback
Assessments for Remote Learning
DepEd Order 31 Full Memo Download
To access and download the complete PDF of DepEd Order No. 31, series of 2020, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 31 in PDF format.
Video: DepEd’s Guidelines for Assessment & Grading System Under the New Normal- DepEd Order 31 s. 2020
Watch the video below to learn more about DepEd Order 31:
As discussed in the video, the guidelines for assessment and grading systems under the new normal are on the DepEd Order 31 s. 2020. This policy provides guidelines to teachers and school principals regarding the implemented assessment for the new normal, including significant changes in the education sector. Moreover, this policy contains the procedures for planning and conducting remote assessments, providing feedback and remediation, and the new grading schemes. The order also tackles the role of technology to ensure learning continuity despite the constraints brought by the COVID-19 pandemic.
Summary
While the COVID-19 pandemic forced many schools and learning centers to shut down, the Department of Education maximized the use of technology to ensure learning continuity by issuing DepEd Order 31. This policy provides interim guidelines to principals and teachers about the assessment and grading system implemented for the school year 2020-2021 in line with the Basic Education Learning Continuity Plan (BE-LCP). Hence, teachers can effectively and remotely assess the academic progress of learners.
Back then, the basic education program in the Philippines only takes ten (10) years to complete. But in 2012-2013, the government enhanced the country’s education system to keep up globally by implementing the K to 12 curriculum. Instead of ten, the basic education program will now take 12 years to accomplish as it includes Senior High School (SHS), adding Grades 11 and 12 into the system. Thus, the Department of Education (DepEd) issued the DepEd Order 8, series 2015.
This policy is all about the guidelines on classroom assessment for the K to 12 Basic Education program. It contains steps, guides, or indicators for assessing learners’ cognition, performance, and learning competencies. In addition, DepEd Order 8 provides a guide about the grading system, how to compute grades, and how to present the report card to learners’ parents or guardians. Most of all, the report card of learners should also reflect Filipino child core values.
On April 1, 2015, the Department of Education (DepEd) circulated the DepEd Order 8 or the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. This order conforms with the enactment of the Enhanced Basic Education Act of 2013 (Republic Act No. 190533). It implies that classroom assessment is essential in implementing the curriculum. Additionally, it allows teachers to monitor and evaluate learners’ progress and appropriately modify instructions.
Hence, the policy guidelines should apply to all public elementary and secondary schools in the Philippines. The department also encouraged non-DepEd schools to enact these policy guidelines. Furthermore, non-DepEd schools can modify the enclosed guidelines based on their philosophy, mission, and vision, subject to the approval of the DepEd Regional Office. Meanwhile, special programs may provide additional guidelines relevant to its assessment concerns.
Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
What is Classroom Assessment
Classroom Assessment is a continuous procedure where teachers monitor learners’ progress based on the learning standards and 21st-century skills. This process promotes self-reflection and teaches students about personal accountability. It also provides profiling bases of students’ performance regarding learning competencies and curriculum standards. This assessment helps identify, gather, organize, and interpret quantitative and qualitative information regarding learners’ knowledge and capacity.
Types of Classroom Assessment
A. Formative Assessment
Teachers utilize this assessment to modify their instructions and check students’ progress. It’s an informal assessment that aims to assist students in determining their strengths and weaknesses. The Formative Assessment may be administered at any time while teaching and learning to examine the instruction’s effectiveness.
B. Summative Assessment
On the contrary, the Summative Assessment takes place at the end of a unit or period of learning. It helps determine the learning standard obtained by students. Also, the Summative Assessment aims to provide appropriate decisions regarding job stability, which will often benefit others instead of the learner. It helps evaluate students’ learning to determine what they have learned and their capacity to administer their knowledge in various contexts.
What is Assessed in the Classroom
By conducting classroom assessments, teachers can help their students to perform well based on the following learning standards:
A. Content Standards
With Content Standards, teachers can determine and arrange essential knowledge and understanding that students should learn. It covers a specific scope of consecutive topics within all learning strands, components, domains, or themes, answering what learners should know.
B. Performance Standards
Performance Standards are skills and abilities learners should exhibit relevant to content standards and 21st-century skills integration, from knowledge to understanding. Teachers can apply the integration by creating, innovating, and adding value to performance or products when performing independent work or collaborating with others.
C. Learning Competencies
This standard relates to attitudes, skills, understanding, and knowledge students should exhibit in all learning activities or lessons.
D. Concept Development
Concept Development refers to the progression of the curriculum’s learning standards. It provides a strategy to help distinguish educational standards, objectives, and goals. This standard utilizes the Cognitive Process Dimensions, which can help implement progressions. Also, it involves comprehensive cognitive processes, including:
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
How are Learners Assessed in the Classroom
As per DepEd Order 8, learners may undergo individual or collaborative classroom assessment through the following processes, whether formative or summative:
A. Individual and Collaborative Formative Assessment
This assessment allows learners to exhibit their knowledge or expertise through various activities, like check-ups, quizzes, written exercises, performances, models, or electronic presentations. Meanwhile, collaborative formative assessment is similar to peer evaluation, allowing students to assist each other while learning.
B. Formative Assessment in Different Parts of the Lesson
While teachers can integrate formative assessment in all lessons, there are three parts of this evaluation with various purposes, such as:
1. Before the Lesson
Conducting formative assessment enables teachers to determine a student’s understanding of a topic or lesson before proceeding to instructions. This method makes it easier for teachers to understand students’ stance on application and conceptual understanding.
2. During the Lesson Proper
When applying formative assessment during the lesson, teachers will understand each student’s progress based on their learning competencies development. It also helps teachers identify the effectiveness of their instructional strategies.
3. After the Lesson
By conducting formative assessments after the lesson, teachers can evaluate if they achieved the learning objectives and allow them to assess the effectiveness of instructional strategies.
C. Summative Assessment
The summative assessment evaluates learners’ methods and utilization and exercises all their skills, understanding, and knowledge. It’s administered at the end of the quarter or a unit of work to identify learners’ capacity to exhibit their competencies based on the learning standards.
D. Individual and Collaborative Summative Assessment
Teachers may also administer unit tests or quarterly assessments to each learner. Additionally, learners may partake in group activities where they collaborate to create evidence of their learning.
E. Components of Summative Assessment
Below are three components of summative assessment utilized as bases for grading:
1. Written Work Component
This component guarantees that learners can express concepts and skills in written form, such as long tests, quizzes, and test-taking skills, allowing learners to practice and prepare for quarterly or standardized assessments.
2. Performance Task Component
It enables learners to display what they know and exhibit them in various ways, from creating or innovating products to doing performance-based tasks, like oral work, group presentations, research projects, and skills demonstrations.
3. Quarterly Assessment
This method evaluates students’ learning at the end of the quarter through performance-based assessments or objective tests.
What is the Grading System
According to DepEd Order 8, the K to 12 Basic Education Program utilizes a competency and standard-based grading system, where all grades depend on the learner’s weighted raw score on the summative assessments. It states that the minimum passing grade in learning areas is 60 or equal to 75 on the report card.
A. How is Learner Progress Recorded and Computed
For Kindergarten
DepEd will issue specific guidelines in another order or memorandum for Kindergarten. But instead of using numerical grades, checklists and anecdotal records are implemented for Kindergarten learners.
For Grades 1 to 12
In every grading, schools administer Quarterly Assessments to students where they create Written Work and display what they learned and can do via Performance Tasks.
How to Compute the Final Grade
1. The teacher will add up all the grades from the student’s work, where the following components have a total score:
Written Work
Performance Tasks
Quarterly Assessment
2. Convert the sum of each component by using the formula below for the Percentage Score (PS):
3. Next, Convert the Percentage Scores to Weighted Scores (WS) by using the formula below and the component in Table 4 (for Grades 1-10) and Table 5 (for Senior High School:
4. The sum of each component for the Weighted Score will serve as the Initial Grade.
5. Then, the teacher will write on the student’s report card about the Quarterly Grade for each learning.
Here’s a sample class record to understand summative assessments as shown in table 6 and 7:
Also, here’s the formula to compute the quarterly grade for MAPEH:
B. How are Grades Computed at the End of the School Year
For Kindergarten
Since Kindergarten does not use numerical grades, teachers describe learners’ progress in different learning areas through checklists and student portfolios.
For Grades 1 to 10
Below is the formula to compute the Final Grade using the average of the Quarterly Grades:
Also, teachers will compute the General Average using the formula below:
But in the report card, the Final Grade and General Average are written in whole numbers, as shown in Table 8:
For Grades 11 to 12
As shown in Table 9, use the two quarters to calculate the Final Grade in a semester.
C. How is the Learner’s Progress Reported
Teachers show learners’ quarterly progress to parents and guardians during parent-teacher conferences. As seen in Table 10, each descriptor has a corresponding grading scale.
D. How are Learners Promoted or Retained at the End of the School Year
The decision should based on evidence to retain or promote a learner. To be promoted to the next grade level, the student should have a final grade of 75 or higher in all learning areas. Also, teachers should follow the guidelines in Table 11 regarding the promotion and retention of learners.
How are the Core Values of the Filipino Child Reflected in the Report Card
Learners’ development of skills and cognitive competencies should be in line with the Vision, Mission, and Core Values of the DepEd. On the other hand, non-DepEd schools may adjust or apply the policy guidelines based on their vision, mission, core values, and philosophy.
As shown in Table 12, behavior statements with various indicators are equal to Core Values.
In Table 13, the Class Adviser and other teachers can use the markings to rate a child or learner’s behavior regarding the observed Core Values.
How is Attendance Reported
Teachers should record everyday learners’ class attendance and write it in the report card at the end of every quarter. Check Table 14 to know how teachers report attendance.
DepEd Order 8 Full Memo Download
If you want to download the full memo PDF file of DepEd Order No. 8, series of 2015, we have provided a direct link on this page. Simply click the download button below and get a copy of DepEd Order 8 in PDF format.
As discussed in the video, the DepEd Order 8, series 2015, encloses the K to 12 curriculum grading system. The said policy encloses standards and a competency-based grading system for all levels. Moreover, DepEd Order 8 compares the difference between formative and summative assessments, its components, and how to compute grades in different learning areas. Hence, this order and its guidelines will guide teachers and schools in effectively administering the K to 12 grading system.
Summary
As the country adapts the K to 12 program, schools and teachers should implement effective and applicable instructional strategies, assessments, and grading systems. That’s why the department issued the DepEd Order 8 to determine, understand, and evaluate students learning progress, making it easier for teachers to modify their teaching and instructional methods. The policy also contains formulas and steps to compute learners’ grades so teachers can determine ways to help them and ensure promotion to the next grade level in the following academic year.
Recognizing learners who excel in a specific field or win competitions is essential to encourage them to be more productive and work hard to achieve excellence. These learners not only deserve recognition. But schools and teachers should grant them awards to commemorate their achievements, making them more enthusiastic in their studies. Hence, the Department of Education (DepEd) issued the DepEd Order 36, series 2016, to appreciate and acknowledge learners’ achievements, excellence, and leadership. DepEd issued this policy, containing guidelines for providing awards and recognition to learners under the K to 12 Basic Education Program.
In this policy, DepEd enclosed the awards and recognition granted to learners, including the criteria awardees should meet. It also specified the awards schools should give to learners and ensure the fair treatment of all awardees. Moreover, the policy guidelines state the criteria for selecting awardees and the responsible committee to deliberate the candidates for awards. Thus, schools, teachers, and other stakeholders should ensure the implementation of the guidelines in this policy to promote fairness in granting awards and motivate learners to excel in their studies.
On June 7, 2016, the Department of Education issued the DepEd Order (DO) 36, series (s.) 2016, titled the “Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program.” This policy follows the Republic Act No. 10533 or the Enhanced Basic Education Act of 2013 (K to 12). The DepEd Order 36 aims to guide schools and teachers regarding giving awards to students, including transferees, given they meet the criteria, standards, and guidelines. Furthermore, the policy states that two or more learners can receive the awards.
But if not one qualified learner, schools should not grant the said awards. The guidelines in this policy apply to Special Education (SpEd) program learners who adhere to the K to 12 Curriculum. Additionally, the policy guidelines apply to private schools, higher education institutions (HEIs), technical-vocations institutions (TVIs), state universities and colleges (SUCs), and local universities and colleges (LUCs) under Basic Education and recognize the K to 12 Curriculum. This order took effect in the school year 2016-2017 and remains effective unless revoked, repealed, or amended.
Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program
A. Classroom Awards
This recognition is for students in each section or class, a simple acknowledgment granted every quarter, semester, and at the end of the school year. Students granted classroom awards will receive merits from their adviser or subject teachers as a reward for their outstanding performance in class.
B. Grade-level Awards
Qualified students for every grade level will receive an award at the end of the school year. This award is for eligible candidates who meet the said criteria, deliberated by the school’s Awards Committee (AC).
C. Special Recognition
Schools give special recognition to students who competed in district, division, regional, national, or international levels. This recognition publicly proclaims students who brought honor to educational institutions.
Awards Given to Awardees
Schools should grant grade-level awardees with certificates, medals, or plaques that bear the department’s official seal (DepEd Order No. 63, s. 2011). Also, schools must follow the specifications to guarantee the quality of certificates, medals, and awards. Check the photo below for the medal specifications of awards.
Determining Awardees
The principal or school head should organize an Awards Committee (AC) for every grade level at the start of the school year. If the school is small, establish one (1) AC, which consists of at least three (3) members from the guidance counselor, designated teacher, or teaching staff. Additionally, the total member of the AC must be an odd number, and family members within the second degree of consanguinity or affinity of candidates for awards should be part of the committee.
Members of the AC should also perform the following:
Develop timelines and processes for accepting nominations and deciding qualifiers for all grade levels
Create specific rubrics for grade-level awards
Collaborate with the school community, parents, and other stakeholders regarding the process of granting awards and results of evaluation.
Validate the authenticity of the submitted documents
Give recommendations to the school head or principal regarding the evaluation result for approval or resolutions for issues arising from granting awards
Ensure the implementation of the guidelines in this policy
Check the table below to learn about the process of determining the awardees:
As a reference for the Academic Excellence Awards, the members of AC will utilize the learner’s report cards and permanent records. To determine awardees for other awards, the AC will use portfolio copies of all documents, including DepEd Advisories, authorization from the principal or school head, accomplishment reports, certificates, plaques, medals, and trophies. The results should also be signed by all the members of AC and certified by the school head or principal for approval of the final list of awardees.
DepEd Order 36 Full Memo Download
To access and download the complete PDF of DepEd Order No. 36, series of 2016, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 36 in PDF format.
Video: CLARIFICATIONS ON THE RECOGNITION OF ACADEMIC EXCELLENCE AWARDEES PER DEPED ORDER NO. 36, S. 2016
As discussed in the video, as of May 30, 2021, the department updated the guidelines of DepEd Order 36, which tackles the Awards and Recognition for the K to 12 Basic Education Program in line with the Learning Continuity Plan for School Year 2020-2021. The update clarifies the Recognition of Academic Excellence Awardee’s per DepEd Order 36, series 2016. Through this order, educational institutions should formally recognize students’ achievements and outstanding performance.
The recognition should encourage learners to strive for excellence and be active in the school community. In addition, the policy demands fair and impartial treatment of learners who obtained similar awards. For instance, when giving academic excellence awards, schools should recognize each learner, not by the lowest to highest grades. Instead, schools should recognize learners in alphabetical order as a fair treatment.
Summary
With the DepEd Order 36, schools and teachers will have standard and systematized guidelines about granting Awards and Recognition for the K to 12 Basic Education Program. This policy provides detailed criteria for granting awards from the classroom, grade level, and special recognition. Aside from that, the policy encloses a general average, criteria for leadership, and specific awards per subject. But most of all, the policy contains the awards for qualified learners and the process of determining awardees. Therefore, the DepeEd Order 36 promotes a fair and unbiased acknowledgment of learners’ achievements and excellence.
From module to online distance learning, schools slowly return to in-person classes to ensure that learners receive quality and standard education. However, transitioning from online distance to face-to-face learning modality won’t be easy as learners have yet to adjust. Private educational institutions also face difficulties in operations as the COVID-19 pandemic affected their investments. That’s why the Department of Education promulgated the DepEd Order 22, series 2023, to assist schools in transitioning to in-person learning.
This order encloses the School Calendar and Activities for the School Year 2023-2024 for schools and learning centers. It guides the learning delivery modalities schools should implement and the observance of national and local holidays. With this policy, DepEd also enclosed the activities schools should conduct in preparation for the opening of classes and administer assessments for each grade level. Aside from that, DepEd Order 22 declares the dates for general assembly, PTA conferences, professional development for teachers, Christmas, and the end of the school year break.
On August 4, 2023, the Department of Education (DepEd) issued the DepEd Order (DO) 22, series (s.) 2023, or the Implementing Guidelines on the School Calendar and Activities for the School Year 2023-2024. This policy guides schools and community learning centers (CLCs) in implementing school activities. It also helps maximize instructional time to efficiently and effectively implement the objectives and goals of the DepEd MATATAG Agenda.
The DepEd Order 22 applies to all public elementary and secondary schools and CLCs throughout the Philippines. Furthermore, DepEd encourages private schools, state/local colleges, and universities to adopt the policy guidelines. However, they should stay within the provisions specified in the Republic Act (RA) No. 11480, providing the school calendar should be at most 220 class days.
Implementing Guidelines on the School Calendar and Activities for the School Year 2023–2024
As per RA 11480, educational institutions are mandated to commence the school year (SY) 2023-2024 on August 29, 2023, Tuesday, and shall conclude on June 14, 2024, Friday. Moreover, the Alternative Learning System (ALS) should formally start on the same date as the public formal basic education, August 29, 2023.
Learning Delivery Modalities
The policy forces all schools to implement in-person learning as the primary learning delivery modality. But private schools can still apply paragraph 2 of DO 44, s. 2022 for SY 2023-2024, allowing the continuous implementation of in-person classes or Blended Learning Delivery Modality (BLDM). Meanwhile, schools and CLCs can automatically implement BLDM if authorized authorities and local government units (LGUs) declare suspension or cancellation of in-person classes due to natural or human-induced disasters.
National and Local Celebration Holidays
DepEd Order 22 also states that schools and CLCs should only observe national and local holidays when declared by law or lGU.
Preparations for the Opening of Classes
Public schools should perform the following activities to prepare for the opening of classes:
Early Registration of Learners – All public and elementary and secondary schools should conduct early registration for all incoming Kindergarten, Grades 1, 7, and 11 learners from May 10 to June 9, 2023, allowing DepEd to prepare and adjust for the incoming SY. Meanwhile, Grades 2 to 6, 8 to 10, and 12 are pre-registered and no longer need to partake in the early registration.
Enrollment – The enrollment should commence on August 7, 2023, and end on August 26, 2023. After submitting the required supporting documents for enrollment, schools and CLCs should expedite the registration process of learners into the Learner Information System (LIS).
Brigada Eskwela – Under the Adopt-A-School Program, DepEd requires schools to conduct the Brigada Eskwela on August 14-19, 2023. The program’s theme is “Bayaniahn Para sa MATATAG na Paaralan.” This program initiates the collaboration and participation of DepEd personnel and stakeholders, such as school officials, teachers, students, parents, community members, private individuals, local government officials, and non-government organizations to ensure school readiness.
Oplan Balik Eskwela (OBE) – This program is an annual initiative implemented from August 14 to August 26, 2023. It requires the participation of organizations, agencies, and other stakeholders to prepare for the opening of classes.
Classroom-Based and System Assessment
The Bureau of Education Assessment (BEA) should perform the following assessments to monitor learners progress:
Early Language Literacy and Numeracy Assessment (ELLNA) – is a staged assessment implemented at the end of Grade 3 to determine if learners met the learning standards in early language, literacy, and numeracy. BEA should also implement this assessment for Grade 4 learners three (3) weeks after the classes start.
National Achievement Test (NAT) – assesses 21st-century skills of Grade 6, 10, and 12 learners, including problem-solving, information literacy, and critical thinking, to determine if they obtain the said learning standards. After three (3) weeks from the opening of classes, BEA should administer NAT Grades 6 and 10 to Grades 7 and 11 learners. NAT also applies to Grade 12 on the third week of the second semester.
National Career Assessment Examination (NCAE) – implemented for Grade 9 learners within October to determine their interests and aptitude, providing them with pertinent information about their abilities, skills, and reading for academic and non-academic courses.
Accreditation and Equivalency Assessment (A&E) – administered to out-of-school youths and adults (OSYAs) to verify elementary and secondary education completion. This annual assessment is conducted in the Luzon cluster every first Sunday of October and every second Sunday of the same month in the Visayas and Mindanao clusters at SDO-designated testing centers.
Grade Level Placement Assessment – for learners in special conditions as stated in Section 6 of DO 55, s. 2016, to ascertain their applicable grade level in the formal education system.
Apart from that, schools should administer the following to the applicable grade levels:
Early Childhood Development (ECD) Checklist – elementary schools should administer this to Kindergarten at the start, midyear, and end of the school year.
Phil-IRI Grouping Screening Test (GST) – As per DO 14, s. 2018 or the Implementing Guidelines on the Administration of the Revised Philippine Informal Reading Inventory (Phil-IRI), schools should implement Filipino for Grades 3 to 6 and English for Grades 4 to 6 within the first or second month of the SY.
Multi-Factored Assessment Tool (MFAT) – administered to Grade 1 learners one month after the class started as per DO 29, s. 2018 or the policy on the Implementation of MFAT.
Career Guidance Activities
Within the first or second quarter of the academic year, schools should administer career guidance activities to help junior high school (JHS) learners make sound decisions about their chosen track for senior high school (SHS). Thus, schools should conduct college and middle-level skills and job fairs, business and entrepreneurship expos, and other related activities.
General Assembly and PTA Conferences
Schools should conduct a general assembly at the start of SY to educate stakeholders regarding the vision, mission, core values, curriculum, and subsidiary services of DepEd that assist learners’ development. The general assembly should be at the start, midway, and end of the SY. Additionally, schools should conduct Parent-Teacher Conferences (PTC) to distribute report cards and notify parents/legal guardians about children’s learning progress and performance.
Professional Development of Teachers
Covered educational institutions should also allot a five-day annual mid-year break dedicated to spending the Midyear Performance Review and Evaluation and the School-Based In-service Training (INSET) of teachers. The Professional Development of teachers for the said school year should be from January 24-26 and January 29-30, 2024. As per DO 35, s. 2016, regardless of the modality, schools should implement the Learning Action Cell (LAC) at least once a month.
Christmas Break
Schools should start their Christmas break on December 18, 2023, and end on January 2, 2024, for SY 2023-2024, while classes must resume on January 3, 2024.
Year-End Deliberation of Awards
The School Awards Committee should conduct the deliberation of awards and recognition before ten (10) calendar days from the end of school year rites for the following:
Learners who will receive awards and recognition
Learners who are candidates for graduation
Also, as per DO 19, s. 2008 or the Implementation of No Collection Policy in all Public Elementary and Secondary Schools, public schools are strictly prohibited from asking learners to accomplish year-end financial clearance.
End of School Year Break
DepEd Order 22 also declares that the end of the school year break should start on June 17, 2024, and end on August 25, 2024.
Monthly School Calendar of Activities for School Year 2023-2024
Under the policy’s Enclosure No. 2, the school calendar presented contains the following markings on related dates:
Declared holidays (X)
Days for INSET, Co-Curricular Activities, and Home-School Collaboration Related Activities ( ⃞ )
Days for the administration of Quarterly Examinations (△)
Enclosure No. 2: Monthly School Calendar of Activities for School Year 2023-2024
DepEd Order 22 Full Memo Download
To access and download the complete PDF of DepEd Order No. 22, series of 2023, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 22in PDF format.
Video: DepEd Order 022 Series 2023 IMPLEMENTING GUIDELINES ON THE SCHOOL CALENDAR AND ACTIVITIES
As discussed in the video, the department issued DepEd Order 22, enclosing the Implementing Guidelines on the School Calendar and Activities for the School Year 2023–2024. This order will help schools to efficiently and effectively implement academic calendars and activities. Aside from that, this policy adheres to RA 11480, which aims to lengthen the school calendar from 200 days to not more than 220 class days. It also declares that the ALS program, private schools, colleges, and universities adhere to the provisions of this policy. Hence, the DepEd Order 22 will benefit schools, teachers, parents/guardians, and learners.
Summary
As learning modality returns to face-to-face classes, the issuance of DepEd Order 22 will guide school officials, teachers, parents, guardians, learners, and other stakeholders regarding the academic year 2023-2024. This policy contains specific dates for different activities and events within the school. It enables DepEd personnel and educational institutions to prepare and adjust, ensuring school readiness before the opening of classes for SY 2023-2024. Therefore, all stakeholders and other concerned individuals should disseminate the provisions of DepEd Order 22.
Consuming a healthy and balanced diet is vital in the development of children. Proper nutrition is essential to maintain a healthy immune system and prevent diseases. In addition, a healthy diet contributes to better mood and cognitive function. That’s why the Department of Education (DepEd) issued the DepEd Order (DO) 13, series (s.) 2017 to ensure school children and personnel have access to healthy and nutritious food and beverage choices.
Through this policy, DepEd will restrict some food options in school canteens, such as those high in fats, sugar, and salt. Meanwhile, DepEd prohibits advertising and selling unhealthy food and beverages, from junk foods to soft drinks. Canteens in schools and DepEd offices should also follow the food color coding scheme to promote healthy food options. Thus, all canteens in schools and DepEd offices should comply with the guidelines of this order.
On March 14, 2017, the department issued DepEd Order 13, or the “Policy and Guidelines on Healthy Food and Beverage Choices in Schools and DepEd Offices”. This policy aims to promote and develop healthy eating habits among Filipino youth, including DepEd employees. In this order, DepEd enclosed guidelines on setting food standards and making affordable yet nutritious and healthy menu options for learners and personnel.
Policy and Guidelines on Healthy Food and Beverage Choices in Schools and in DepEd Offices
Rationale
As per the World Health Organization (WHO), many countries, especially the developing ones, are facing a Double Burden of Malnutrition (DBM). It refers to undernutrition alongside overweight and obesity, causing early deaths and impairment in the brain and physical development of children. Due to the increasing number of overweight and obesity, many people worldwide are more likely to develop chronic and noncommunicable diseases (NCDs) or lifestyle-related diseases, such as diabetes, cardiovascular problems, and cancer.
These chronic diseases may be fatal, especially for those who have limited access to health systems. That’s why the Department of Education issued the DepEd Order (DO) 13, series (s.) 2017 to promote nutritious food choices at schools and in the community, reducing the risk of health problems and chronic diseases. This policy contains health promotion strategies that restrict the sale of food products high in fat, sugar, and salt and increase the availability of nutritious snacks and meals.
Scope
Since the department aims to promote healthy eating habits to learners and personnel, the following should implement the guidelines of DepEd Order 13:
Also, DepEd encourages private schools to implement the policy and guidelines of this order.
Objectives
With the implementation of the DepEd Order 13, the department aims to achieve the following:
Make it possible for learners, DepEd personnel, and other stakeholders to access healthier food and beverages.
Establish a system that designates locally available food and drinks based on cultural, religious, and geographical orientations
Provide direction in categorizing and assessing foods and drinks
Provide direction in marketing and selling foods and beverages in all schools and DepEd offices, as well as buying foods for school feeding
Procedures
A. Strategies to Implement
Food Standards
Schools should create a healthy menu to ensure the food and drinks they provide are affordable, nutritious, and comply with the guidelines approved by the Schools Division Superintendent (SDS).
The food and beverages in schools, learning centers, and DepEd offices’ canteen should follow the healthy diet requirements specified in Section IIIA.
Schools and DepEd offices canteens should not sell foods and beverages high in sodium, sugar, or fat. Instead, canteens should provide healthier fats by limiting foods high in saturated and trans fats and offering those with unsaturated fats.
Canteens in schools and DepEd offices should limit the daily intake of foods with high sugars to below 10% of total energy.
Canteens should limit the daily intake of sodium or salt to at least 500 mg and not exceed 800 mg per day.
Implement the Pinggang Pinoy plate-based food guide, which contains more fruits and vegetables, moderate energy and protein-rich foods, and less sugary and fatty foods or beverages.
Read the Nutrition Facts of each food and drink, which state the fat, protein, carbohydrates, sodium, and calorie content.
Assess the Nutrition Facts of food products in schools and DepEd offices with the Cut-Off Points shown below:
Evaluate manufactured food products sold in school canteens using the Nutrition Facts Assessment Table below:
Non-packaged foods and drinks sold in canteens, like cooked meals, Filipino snack foods, and those without Nutrition Facts, should be categorized using the following:
When developing a healthy menu, evaluate the nutritional value of food and drinks by comparing the Green, Yellow, and Red categories.
Increasing the Availability and Accessibility of Healthy and Safe Foods
Canteens should ensure safe drinking water is always available
Local condiments or sauces, like fish and soy sauce, should not be available in the dining area or tables. Only serve these condiments when requested.
Schools should talk to parents and guardians and advise them to give healthy food and beverages to their children for consumption in schools (baon). Also, elementary, secondary, and senior high learners should not bring unhealthy food and drinks to school.
Schools and Offices may perform local initiative that promotes and support the consumption of healthy foods, like “Meatless Monday,” “Vegie-Tuesday,” “Native Wednesday,” “Fibrous Thursday,” and “Fishy Friday.”
All areas in the school where vendors serve food should comply with the following provisions of DO 10, s. 2016 or the Policy and Guidelines for the Comprehensive Water, Sanitation, and Hygiene in Schools (WinS) Program:
Ensure accessibility of safe, clean, and free drinking water
Provide hand-washing facilities
Ensure safe and proper food handling
Provide clean glasses, eating utensils, and plates
Exercise segregation and disposal of waste
Provide a conducive, safe, clean, well-lighted, and well-ventilated eating environment
All areas in the school where vendors serve food should contain signages that the premises only serve healthy food and drinks. In addition, there should be signages about nutrition messages, like the Nutritional Guidelines for Filipinos (NGF), Ten (10) Kumainments, and Pinggang Pinoy.
Regulating the Sale and Marketing of Unhealthy Foods
Marketing unhealthy foods and beverages to children in schools and school activities should not be utilized, such as sponsorship, promotion, or advertising via branded refrigerators, vending machines, signages, tents, and umbrellas.
DepEd may support food and beverage manufacturers, given they comply with the criteria of this policy.
School officials should collaborate with local government units (LGUs) to issue legislation regarding the restriction of marketing healthy foods and beverages within the school’s 100-meter radius.
It’s prohibited to market Red Category foods and beverages in schools, education events, and DepEd offices through the following ways, but not limited to:
Brochures, comics, leaflets, posters, and other printed ads
Outdoor ads, like tarpaulin or billboards
Point of sale
Refrigerators or vending machines
New media (internet-based)
Branding
Characters
Free samples
Special events, such as feeding programs and sports activities
Thus, schools have three (3) months to remove or replace refrigerators and other facilities/equipment with a logo or brand name for unhealthy foods and beverages.
B. Capacity Building
Concerned DepEd offices from all levels should capacitate Regional and Division employees responsible for capacitating TLE and HE school teachers. Furthermore, schools should organize orientation activities to educate students, their parents, or guardians regarding nutritious food and beverage options to promote healthy eating habits in schools and at home.
C. Collaboration, Partnership, and Linkages
DepEd also recognized the importance of partners and key stakeholders in implementing the School Health and Nutrition Program. Nonetheless, authorities and personnel of DepEd and educational institutions must strictly comply with the ban on accepting sponsorships/donations and being involved financially or material with tobacco companies.
Additionally, DepEd prohibits the acceptance of sponsorship, funding, material, or financial incentives from any company manufacturing/marketing infant formula and milk substitutes. Generally, DepEd does not allow any partnership or sponsorship in conflict of interest with this policy.
D. Other Strategies to Promote Healthy Weight
This policy encourages Regional Offices (ROs) and Schools Division Offices (SDOs) to establish programs that support nutritious diet and physical activities for school children and their employees.
Schools should also promote and offer opportunities to encourage students to be active, such as 60 minutes of moderate to vigorous intense physical activity daily.
The K to 12 curriculum and other school activities and events should include healthy diets, wellness, and physical activity.
School nurses should conduct health talks to help students who are overweight and obese manage their condition and encourage them to perform more physical activities.
DepEd Order 22 Full Memo Download
To access and download the complete PDF of DepEd Order No. 13, series of 2017, a direct link is available on this page. By clicking the download button below, you can easily obtain a copy of DepEd Order 22in PDF format.
Video: DepEd to strictly implement color-coding of food and beverages in schools
As stated in the video, DepEd released a color-coding scheme to guide school canteens on the type of foods and beverages they can sell to children. The report states that DepEd orders school canteens to ensure healthy menu planning and cleanliness in cooking and serving food for the safety of students. DepEd and DOH reminded schools to prepare healthy and nutritious food to prevent diseases. Based on the guidelines of DepEd Order 13, schools should implement the color-coding of food and beverage choices.
In the color coding scheme, the Green category foods should always be available in school canteens, such as fruits and vegetables. The Yellow category foods, such as burgers, pancakes, hotdogs, and chicken, should only be available twice a week. On the other hand, the Red category or those that lack nutrients, like soft drinks and junk foods, should not be sold in school canteens. Hence, the DepEd Order 13 series 2017 will benefit school children and DepEd personnel.
Summary
Although the policy seems to interfere with someone’s liberty on what they can eat or not, the DepEd Order 13 series 2017 will benefit their health in the long run. This policy encloses guidelines regarding healthy food and beverage options in schools and DepEd offices, aiming to prevent the development of health conditions and chronic illnesses. Therefore, all concerned and other stakeholders should ensure the strict implementation of this policy and its guidelines.
The enactment of the Enhanced Basic Education Act (Republic Act 10533) in 2013 restructured the education system in the Philippines, adding two more years known as Senior High School Grade 11 and Grade 12. As a result, educational institutions in the country revised everything, from their curriculum to organizational structure and staff management. Due to this, the Department of Education issued the DepEd Order 19 to provide comprehensive guidelines and standards to all public senior high schools in the country.
In this policy, DepEd enclosed guidelines and procedures about organizational structure and staffing of public senior high schools. It covers the hiring and appointment of teaching and non-teaching personnel, including the Youth Formation Coordinators. Furthermore, DepEd Order 19 provides a detailed selection, promotion, and appointment process for school heads and assistant principals. Thus, all stakeholders should enact the enclosed guidelines in this policy.
On April 6, 2016, the Department of Education (DepEd) promulgated the DepEd Order (DO) 19, series (s.) 2016, titled the “Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS).” This policy aims to provide extensive guidelines, standards, and procedures to educational institutions, detailing the organizational structures and staffing patterns of various types of public Senior High Schools.
It will also define the roles and functions of teaching and non-teaching school staff. Hence, the DepEd central and field offices and other stakeholders will use the organizational structures, staffing patterns, and procedures enclosed in this guide. Implementing this DepEd order will guarantee that the governance and management of public senior high schools are in line with the quality standards of DepEd, resulting in the provision of enhanced basic education.
Scope
The DepEd Order 19 enclosed policy guidelines apply to the following:
Organizational structure and staffing patterns of stand-alone and integrated public senior high schools
Hiring and appointing teaching staff in public senior high schools as per DO 3, s. 2016
Hiring, appointment, and promotion of non-teaching positions for SY 2016-2017, including Youth Formation Coordinators
Selection, promotion, and designation of school heads for SY 20162017, including Assistant Principals
Guidelines on the Organizational Structures and Staffing Patterns of Stand-alone and Integrated Public Senior High Schools (SHS)
A. Classification/Typology of Schools
Since schools and learners have different needs and contexts, typology is the primary basis for organizational structures and staffing patterns. Senior High Schools may implement an Integrated or Stand-Alone SHS. Moreover, the classification of Senior High Schools will depend on the school size and projected enrollment data, as shown in the criteria below:
Meanwhile, for the first two years ensuring the implementation of the school’s SHS program, the Schools Division Office (SDO) will conduct an annual reevaluation of its school size. The SDO will reevaluate the school size every three (3) years once the first two years passed.
B. Organizational Structures and Staffing Patterns of Stand-alone and Integrated Senior High Schools (SHS)
The following images contain the organizational structures and staffing patterns of Stand-Alone and Integrated Senior High Schools (SHS):
C. General Functions of Senior High School Teaching and Non-Teaching Staff
The images below contain the general functions of Senior High School Teaching and Non-Teaching staff as per DepEd Order 19:
SHS Principal
Assistant SHS Principal for Academics
Assistant SHS Principal for Operations and Learner Support
SHS Academic Group
SHS Operations and Learner Support Group
D. Hiring and Selection of Staff
Under the DepEd Order 19, the department imposes that the hiring, appointment, and promotion process of non-teaching staff and Youth Formation Coordinators should begin as per DO 66, s. 2007. The hiring and selection of staff should also follow the approved staffing pattern per typology as specified in this order. Additionally, hire and appoint the Project Development Officers as Youth Formation Coordinators. The number of appointees will depend on the division size.
Meanwhile, the selection process of School Principals/Heads and Assistant Principals should conform to the provisions of DO 42, s. 2007, and approved staffing pattern per school typology enclosed in this policy. Schools should hire and appoint permanent staff who will perform the functions of ICT Coordinator, Librarian, and Sports Coordinator. Also, School Principals may utilize the MOOE to outsource additional Messengerial, Utility, and Security personnel.
The image below (Enclosure #2) shows qualification standards for non-teaching staff.
To select the school head/principal and assistant principal, follow the criteria and conditions below:
The policy prioritizes the hiring of principals for Stand-Alone Senior High Schools.
The existing school head/principal of the Junior High School should take the same role for Integrated SHS.
Applicants who meet the minimum QS for Secondary School Principal II (Senior High School) are the only ones considered for the position of Principal for Stand-Alone SHS.
The Schools Division Office should recategorize Stand-Alone SHS principals into Secondary School Principal III or IV as per DO 97, s. 2011.
Assistant Secondary School Principals are hired and appointed as Assistant SHS Principals for Academics or Assistant SHS Principals for Operations and Learner Support. On the other hand, head teachers can be hired or appointed as Assistant Secondary School Principal if there are no qualified applicants.
Under DepEd Order 19, non-teaching items should be division-specific, instructing Schools Division Superintendents (SDS) to be flexible in moving personnel from one school to another based on the contexts and needs of each educational institution. Additionally, all senior high schools should follow the enclosed staffing patterns in this policy. The principal in SHS Subject Group Heads should appoint a specialized Master Teacher. The school head or principal should also designate the function to staff members for positions without permanent staffing based on their competencies.
DepEd Order 19 Full PDF Memo Download
To download the complete memorandum of DepEd Order No. 19, series of 2016, please visit the Department of Education’s official website. For ease of access, a direct link is provided below:
Stay updated with the latest DepEd orders and memoranda by regularly visiting their website or subscribing to their official social media channels.
Video: HOW TO BE A DEPED SENIOR HIGH SCHOOL TEACHER |PART 1|
As stated in the video, aspiring Senior High school teachers should meet the qualifications imposed by DepEd, such as regular applicants and unit earners who completed secondary education in different majors. However, applicants should know their group of skills before applying for a teaching position in senior high schools based on their majors. Thus, teachers should be familiar with the guidelines on the DepEd Order 19 to determine if they meet the criteria and standards for public Senior High schools.
Summary
In summary, the DepEd Order 19, series 2016, will guide educational institutions in their organizational structure and staffing patterns for senior high schools. This policy can also help institutions determine the roles and functions of their personnel, whether teaching or non-teaching staff. The DepEd Order 19 also emphasizes the importance of typology in considering the classification of schools.
Aside from hiring teachers, this policy provides guidelines for hiring and appointing school heads/principals and assistant principals. The policy also states that schools can utilize their MOOE to hire and appoint permanent or additional staff to enact other essential functions, from librarian and ICT coordinator to messenger and security personnel. Therefore, implementing the policy guidelines in this order will facilitate staffing in DepEd schools and other educational institutions.
One of the most selfless professions in the world is teaching the future generation. Teachers serve as mentors and role models for learners, encouraging them to dream and achieve their goals in life. However, with many tasks teachers have, they lack the time and energy to supervise and closely teach each student in their class. Thus, the Department of Education issued DepEd Order 2, series 2024, to address this issue and allow public school teachers in the Philippines to focus on teaching.
Signed by Vice President and Secretary Sara Duterte, the DepEd Order 2, series 2024, aims to remove administrative tasks from the workload of public school teachers. This policy seeks to build a conducive environment by giving teachers more time to focus and enhance their teaching skills. In addition, this order contains guidelines regarding the stakeholders who will shoulder the administrative tasks previously handled by teachers and the roles of concerned organizations to ensure strict compliance with the policy.
On January 26, 2024, the Department of Education (DepEd) promulgated the DepEd Order (DO) 2, series (s.) 2024, known as the “Immediate Removal of Administrative Tasks of Public School Teacher.” As per the MATATAG Agenda, the department issued this order to ensure the provision of enhanced quality basic education and promote the quality and welfare of teachers. Furthermore, this order abides by the agency’s directions wherein the department will remove teachers’ non-teaching tasks, allowing them to focus and improve their teaching skills.
Scope
The DepEd Order 2, series 2024, encloses guidelines regarding the immediate removal of administrative tasks of public school teachers. It applies to all DepEd-employed teachers in public elementary and secondary schools responsible for teaching in the classroom, whether on a full-time or permanent basis, provisional or substitute status. Also, the implementation of policy guidelines applies at all governance levels, including DepEd schools, Central Office (DO), Schools Division Offices (SDOs), and Regional Offices (ROs).
Guidelines on the Immediate Removal of Administrative Tasks of Public School Teachers
A. Removal of Administrative Tasks
Teachers’ workload should be free of administrative tasks without violating the teacher’s ancillary tasks as per other DepEd issuances. Consequently, School Heads and non-teaching personnel will shoulder the responsibility to perform the following administrative tasks, including but not limited to:
Personnel Administration
Property/Physical Facilities Custodianship
General Administrative Support
Financial Management
Records Management
Program Management
Aside from that, the following measures may apply to supplement the schools’ required non-teaching personnel:
As per the Bureau of Human Resource and Organization Development (BHROD) deployment parameters, SDOs may cluster deployed non-teaching personnel.
SDOs and schools can also hire personnel via a Contract of Service (COS) or Job Order (JO), billed through the Maintenance and Other Operating Expenses (MOOE) or other alternative source of funds
B. Tools and Procedures
Moreover, the Office of the Undersecretary for Human Resource and Organizational Development (OUHROD) should provide essential tools and procedures via a strand Memorandum. It will guide stakeholders in the proper implementation of the policy guidelines, especially in clustering schools and additional Maintenance and Other Operating Expenses (MOOE) to hire necessary Contract of Service (COS) or Job Order (JO) personnel.
Meanwhile, the Office of the Undersecretary of Human Resource and Organizational Development (OUHROD) will conduct periodic reviews and adjustments about the tools and procedures relevant to this policy.
C. Roles and Responsibilities
Central Office
OUHROD via the Bureau of Human Resource and Organizational Development (BHROD):
Perform capacity building and policy orientation in field offices if necessary
Observe and assess order compliance in field offices and provide them with prompt and applicable technical assistance
Conduct periodic assessments and reevaluate implementing guidelines using the gathered reports and results
Provide complementary tools that will enhance the policy’s implementation
Regional Offices
Office of the Regional Director
Ensure SDOs’ strict compliance and assess the effects of the policy’s implementing guidelines.
Provide a regional implementation plant to bolster the policy’s objectives
Submit reports and give recommendations about the policy’s effects
Administrative Unit – Personnel Section
Supervise and assess policy compliance in cooperation with the Policy, Planning, and Research Division.
Conduct workload audit by inspecting the combined report on SDO eSF7 (School Personnel Assignment List and Basic Profile)
Field Technical Assistance Division (FTAD)
Through its blended team, the FTAD should provide relevant technical assistance to bolster SDO capacity in addressing school responsibilities and concerns.
School Division Offices
Office of the Schools Division Superintendent
Ensure schools’ strict compliance and evaluate the effects of the policy’s implementing guidelines.
Partner with the local government unit (LGU) and ensure the provision of locally-hired personnel for schools without non-teaching items
School Governance and Operations Division (SGOD)
Revise the functions and processes of SDOs that require reports, develop administrative tasks for teachers, and determine measures to remove other tasks.
Orient, enable and provide applicable and prompt technical assistance to school personnel to ensure the policy’s implementation.
Address concerns and queries of schools regarding the policy’s implementation.
Supervise and assess strict compliance with the policy-implementing guidelines.
Provide schools with applicable technical assistance based on the monitoring and evaluation results.
Administrative Unit-Personnel Section
Ensure stakeholders strictly comply with the prescribed and designated workload for school-based personnel.
Conduct personnel and workload audits by collaborating with the Planning and Research Section.
Schools
School Heads should ensure strict compliance with the designated workload for teachers using eSF7
Bolster the monitoring and evaluation of the policy implementation
D. Grievance Mechanism
During the implementation of this policy, the grievance machinery should address all concerns, complaints, or violations as per DO No. 35, s. 2004, titled The Revision of Grievance Machineries of the Department of Education or through relevant rules on civil service administrative cases.
Video: DepEd Order No. 002, s. 2024
For more information about DepEd Order 2, series 2024, watch the video below:
As stated in the video, the DepEd Order 2, series 2024, encloses the guidelines regarding the immediate removal of administrative tasks of public school teachers. The department issued this policy to enhance the delivery of quality basic education by removing administrative tasks to reduce teachers’ workload. This order will take effect immediately upon issuance and remain effective unless revoked, amended, or repealed.
On the contrary, the department will rescind, repeal, or amend other DOs and relevant issuances, regulations, rules, or provisions that conflict with this policy. Hence, all stakeholders should ensure the implementation of the guidelines under DepEd Order 2.
Summary
As student’s second parents, teachers are vital to learners’ development, inspiring them to dream, change their lives, and achieve their maximum potential. Teachers are responsible for nurturing, educating, and raising well-rounded human beings. Therefore, the issuance of DepEd Order 2, series 2024, allows teachers to focus on educating learners to become functional and productive members of society. This policy will reduce teachers’ workload by removing administrative tasks from their responsibility, allowing them to provide quality and better education to Filipino students.
Detailed Lesson Plans (DLP) serve as a tool for teachers aiming to create a structured and effective learning environment. This comprehensive guide is tailored for educators, covering everything from setting clear learning objectives to integrating assessments and using technology effectively. It offers insights into the step-by-step development of DLPs, including practical advice on aligning with curriculum standards, crafting objectives, choosing instructional resources, accommodating diverse learners, and leveraging assessments to improve outcomes.
Essential for both experienced and new teachers, it provides the necessary tools and knowledge to develop impactful, engaging, and meaningful lesson plans that foster lasting learning.
A Detailed Lesson Plan (DLP) serves as a blueprint guide for teachers, outlining the objectives, activities, and assessments for daily class. It encapsulates the instructional strategies, resources, and evaluation methods to ensure an effective learning experience for students.
In the busy system of education, organization, and preparation are key elements for effective teaching. Having well-organized lesson plans helps teachers clearly define the learning objectives for each lesson, especially daily. By articulating what students are expected to learn, teachers can align their instruction with curriculum standards and educational goals. That’s why DepEd created the Detailed Lesson Plan (DLP), a fundamental tool that empowers educators to structure their daily instructional activities systematically.
DLP & DLL
While the terms Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL) are often used interchangeably, they possess distinct purposes. The DLP focuses on the instructional design and implementation, detailing the activities and strategies for each lesson. Conversely, the DLL provides a record of the actual activities and reflections on the lesson’s delivery, serving as a reflective tool for teachers.
Benefits for Teachers
One of the benefits DLP can give teachers is the “Enhanced Organization.” DLPs enable teachers to organize their instructional content and resources systematically, facilitating smooth lesson delivery.
It also helps teachers align clear objectives and learning outcomes, DLPs ensure that instructional activities are aligned with curriculum standards and educational goals.
DLPs allow teachers to incorporate varied instructional strategies and accommodate diverse learning needs, fostering inclusive classrooms.
The said tool also provides assessment guidance. DLPs outline assessment methods and tools, enable teachers to monitor student progress, and adjust instruction whenever necessary.
Qualifications for Teachers
To create effective DLPs, teachers should possess the following qualifications:
You must possess a teaching license or certification.
Must be proficient in curriculum development.
Experience in lesson planning.
Commitment to ongoing professional development.
Adaptability to new methodologies and technologies.
Requirements for Teachers
You must be able to align a lesson plan with Curriculum Standards
You must clear Learning Objectives
You need to create detailed instructional procedures
Assessment Methods
You need to have sufficient knowledge of how to integrate technology into DLP
Must be able to comply with reflections and revisions
You need to be committed to documentation and submission
Application Process for Teachers
The process of developing a DLP involves the following steps:
Step 1:Identifying Learning Objectives
Determine the desired learning outcomes and align them with curriculum standards and student needs.
Step 2: Design Instructional Activities
Develop engaging and interactive activities that cater to different learning styles and promote active participation.
Step 3: Select Resources
Choose appropriate instructional materials, technology tools, and supplementary resources to support lesson delivery.
Step 4: Assessment Planning
Design formative and summative assessments to gauge student understanding and inform instructional decisions.
Step 5: Input to DLP compliant template by DepEd
Just like DLL, the DLP also has a structured template to be followed by teachers. Make sure to comply with this.
What is a Lesson Plan?
A lesson plan for teachers is a detailed guide outlining the objectives, activities, instructional strategies, assessment methods, and materials needed to facilitate a specific lesson or instructional period. It serves as a roadmap for teachers to effectively deliver content, engage students in learning, and assess their understanding.
A usual lesson plan consists of the following:
Title and Date – Provides a descriptive title for the lesson and the date of the lesson’s implementation for organizational purposes.
Learning Objectives – Objectives should be specific, measurable, achievable, relevant, and time-bound (SMART).
Materials and Resources – This may include textbooks, worksheets, multimedia presentations, manipulatives, or online resources.
Introduction – Describes the opening activities or hook designed to capture students’ interest and introduce the lesson’s topic.
Instructional Procedures – This includes the introduction of new concepts, guided practice, independent practice, and closure activities.
Differentiation – Provides strategies for accommodating diverse learning needs, including modifications for students with special needs, English language learners, or gifted students.
Assessment/Evaluation – This may include formative assessments such as questioning, observation, or quizzes, as well as summative assessments such as tests or projects.
Closure – Summarizes the key concepts covered in the lesson, reinforces learning objectives, and provides opportunities for students to reflect on their learning.
Extensions/Enrichment – Suggest additional activities or resources for students who have mastered the lesson’s content and may benefit from further exploration or challenge.
Reflection – Provides space for the teacher to reflect on the effectiveness of the lesson, identify areas for improvement, and make adjustments for future instruction.
How to make a DLP?
Creating a DLP involves the following components:
Provide a descriptive title and date for the lesson to facilitate organization and reference.
Clearly articulate the learning objectives that guide the lesson, ensuring they are specific, measurable, achievable, relevant, and time-bound (SMART).
Outline the sequence of instructional activities, including introduction, development, guided practice, independent practice, and closure.
List the materials, resources, and technology tools required for lesson delivery, ensuring accessibility and relevance to the content.
Specify the assessment methods and criteria used to evaluate student learning, incorporating both formative and summative assessments.
Create the DLP structured file based on the given template of DepEd.
Video: DEPED DAILY LESSON PLAN (DLL/DLP) base sa DepEd Order no. 46, s. 2016
This video is made by a teacher to enlighten you with the DepEd order no. 46 2016. When creating a lesson plan, there are mandated formats and guidelines that need to be followed. This tutorial is very useful, especially for new teachers in the industry.
Summary
Overall, Detailed Lesson Plans (DLPs) are indispensable tools that empower teachers to organize effective and engaging learning experiences. By adhering to the principles of organization, alignment, differentiation, and assessment, teachers can harness the potential of DLPs to enhance student achievement and foster a culture of lifelong learning in their classrooms.
The creation of the Classroom Observation Tool (COT), which is based on the growth-oriented framework of the Philippine Professional Standards for Teachers (PPST), promotes DepEd’s act to develop one tool for evaluating teachers’ classroom performance. According to DO no 42, s 2017 (among other goals), DepEd aims to “apply the same criteria to evaluate teacher performance, recognize the needs, and assist in professional development.”
The development and validation of the Results-Based Performance Management System (RPMS) Tools and Manual took three years, including over 400 educators from all over this country, including master teachers, principals, supervisors, DepEd regional directors, as well as other educators. Furthermore, nearly 10,000 pre- and in-service teachers, principals, supervisors, and regional directors, along with other educators, as well as members from governmental and non-governmental organizations, contributed to the development and validation of the PPST.
Teachers need to use Classroom Observation Tools (COT) to evaluate and enhance their methods of teaching. With the help of these tools, teachers and students can watch and assess a variety of aspects of classroom education, such as student involvement, teacher-student interactions, and the general classroom environment.
Ensuring high-quality education is made possible by classroom observation. It gives administrators the ability to evaluate instructional strategies, provide teachers with helpful criticism, and have a beneficial impact on student conduct. They can also use it to evaluate student involvement and make sure teachers are adhering to curricular requirements.
Aligned RPMS Tools for Philippine Professional Standards for Teachers (PPST)
The two distinct teacher assessment instruments—one for Master Teacher I to IV (Highly Proficient Teachers) and one for Teacher I to Ill (Proficient Teachers)—are covered by the RPMS tools.
All of the tools provide information on the roles and responsibilities teachers have at different career stages, along with the Key Result Areas (KRAs) that help fulfill those roles and the particular goals that need to be met to reach the KRAs. It also provides a detailed presentation of the several Means of Verification (MOV) that are used to demonstrate the accomplishment of particular goals in conjunction with performance indicators ranging from excellent to subpar.
Ready Individual Performance Commitment and Review Form (IPCRF)
These tools prioritize quality over quantity, guarantee instructor efficacy, encourage professional development, and are useful in the real world. This set of RPMS tools was created by and for teachers; it addresses the problems that teachers faced when creating their IPCRFs and gathering lengthy, pointless MOVs. It also makes sure that teachers’ performance and methods of instruction are evaluated in a uniform and impartial way.
In light of the new RPMS tools in the Manual, it makes sense to point out that teachers can now concentrate on teaching since they will no longer need to create or construct their own Individual Performance and Commitment Review Forms (IPCRF).
The Classroom Observable Strands of PPST
The 21 classroom observable strands in the nationally validated Philippine Professional Standards for Teachers (PPST) are where the COT indicators have been selected from. The Proficient career stage indicators provide the terminology that is utilized in the COT indicators.
Domain 1: Pedagogy and Content Knowledge
Strand 1.1: Application of content knowledge both within and across curriculum areas
Strand 1.3: Making Good Use of ICT
Strand 1.4: Methods for advancing numeracy and reading
Strand 1.5: Techniques for fostering higher-order thinking abilities such as critical and creative thinking
Strand 1.6: Teaching and Learning in Mother Tongue, Filipino, and English
Strand 1.7: Communication techniques in the classroom
Domain 2: Educational Environment
Strand 2.1: Security and safety of learners
Strand 2.2: Equitable educational environment
Strand 2.3: Overseeing the organization and activities of the classroom
Strand 2.4 Encourages learner involvement
Strand 2.5: Encouragement of purposeful education
Strand 2.6: Handling behavior of learners
Domain 3: Learner Diversity
Strand 3.1: Gender, needs, abilities, passions, and experiences of the learners
Strand 3.2 Language, cultural, socioeconomic, and religious backgrounds of the learners
Strand 3.3: Talents, giftedness, and learners with disabilities
Note: These forms are available through their regional DepEd office and/or website to be downloaded by teachers, principals, and institutions.
Video: COT for TEACHERS I-III SY 2023-2024 | Observable Indicators with clear Explanation and Examples
In the video below, YouTube teacher Binibining Lindsay discusses what a Classroom Observation Tool (COT) is and what teachers need to know to pass the observable indicators.
