Worksheets

1 DR. FILOMORE GREEN NASH2026REVIEWER

Total questions: 68

Worksheet time: 34mins

Name

Class

Date

DOMAIN 1: LEADING STRATEGICALLY

The School Governing Council (SGC) proposed a field trip to a luxury resort, arguing it would boost student morale. However, the cost is prohibitively high for 30% of students, and the trip's educational value is minimal, focusing more on recreation. The principal is torn between adhering to the SGC's popular proposal and ensuring all learners are included. Which action best reflects the school's commitment to the DepEd Mission's principle of "equitable" and "complete basic education"?

A. Approve the trip but mandate the Parent-Teacher Association (PTA) to subsidize the fees for the students who cannot afford it.

Decline the luxury resort proposal and propose an alternative, low-cost local historical site visit to ensure all students can participate.

Allow the trip but make it optional, stating that non-participating students must report to school for alternative activities.

Hold a community assembly to present the cost issue and let the SGC vote again, prioritizing the majority decision.

During the school's annual planning, teachers proposed an in-service training (INSET) focused exclusively on using advanced, expensive educational technology. The principal noticed that the proposal neglected crucial training on promoting patriotism and socio-emotional learning, which are vital for developing learners "who passionately love their country" and "realize their full potential". How should she align the INSET with the DepEd Vision?

Approve the technology training but issue a memorandum urging teachers to integrate patriotism and values into their existing lessons.

Require the INSET to dedicate specific sessions to strategies for inculcating values and fostering competencies like patriotism.

Defer the discussion and consult the Regional Office for a pre-approved INSET program that already includes a values component.

Fund only the technology training, citing its direct link to improving student competencies and modernizing the classroom.

The principal is finalizing the School Improvement Plan (SIP). A key local business leader offered a substantial donation but insisted the school's immediate goal be changed from environmental literacy (Makakalikasan) to vocational training for immediate employment. This contradicts the DepEd Mission's focus on developing "life-long learners" and the Core Value of Makakalikasan. What is the most appropriate action that promotes "shared responsibility"?

Accept the donation for vocational training but create a separate committee to raise funds for the original environmental literacy program.

Politely decline the offer, explaining that school goals must align with the DepEd VMV and the nation's core values.

Redesign the SIP to integrate vocational skills training into the environmental literacy program to accommodate the donation.

Accept the donation, prioritizing it because external funds are scarce, and vocational skills lead to immediate

A secondary student was caught vandalizing school property. The existing policy mandates immediate suspension. The principal, wants to revise this policy to be restorative rather than purely punitive, viewing the student not just as an offender but as a learner in a "child-friendly, gender-sensitive, safe, and motivating environment". Which option best ensures the revised policy aligns with the DepEd Mission and Maka-tao Core Value?

Maintain the immediate suspension rule but add community service to ensure the student learns to respect Makakalikasan principles.

Implement a restorative dialogue with the student, parents, and teacher to address the root cause and repair the damage, followed by a learning plan.

Conduct a student-wide survey on discipline to gather community consensus, then revise the policy based on majority feedback.

Suspend the student for a day and require them to publicly apologize during the school flag ceremony to set an example for others.

A large number of students in the school belong to an Indigenous Cultural Community (ICC), and their traditional practices are sometimes overlooked in school-wide programs. The principal recognizes that school programs must reflect the DepEd Mission's commitment to "culture-based" basic education and the Core Value of Makabansa. Which action best communicates the VMV and ensures alignment in the school environment?

Dedicate a bulletin board to showcase the ICC culture, while maintaining the school's existing calendar of national holidays and programs.

Launch a school-wide program that requires the integration of local ICC history, traditions, and language into all subject lesson plans.

Organize a special "Culture Day" once a year to allow ICC students to perform and invite their elders to speak to the general student-body.

Request the ICC community to develop an after-school program to preserve their culture so as not to disrupt the school curriculum.

The principal observed that the School Improvement Plan (SIP) for the past three years resulted in marginal improvements in the Grade 6 National Achievement Test (NAT) scores, the key quality indicator for the school. A re-assessment using the Continuous Improvement (CI) process identified the root cause as the lack of localized, differentiated instructional materials aligned with the Division's standards. This problem is clearly articulated in the newly crafted SIP for the next cycle, but the proposed solution is costly, and the school's local funds are only sufficient for training activities. What is the principal’s best course of action to ensure the SIP solution is implemented and aligned with the higher institutional goals?

Direct the Project Team to scale down the project and limit the materials development to only the most critical subject areas, using the existing school Maintenance and Other Operating Expenses (MOOE).

Convene the School-Community Planning Team to review the SIP data and advocate the unfunded Priority Improvement Area to the Local School Board, citing its alignment with the Division Education Development Plan.

Re-allocate the budget intended for teacher training (Learning Action Cells or LACs) to fund the materials development project, since the SIP explicitly prioritizes the instructional materials PIA.

Require all teachers to volunteer their time to create the materials, ensuring they follow the CI methodology used in identifying the root cause.

During the annual review of the Annual Implementation Plan (AIP), the principal noted that the school’s Promotion Rate, a key Quality indicator, has slightly declined, despite successful implementation of remedial programs for at-risk students. The school’s data revealed that the main issue is a high dropout rate among the remaining students due to health and nutrition problems, a Priority Improvement Area (PIA) not initially flagged during the SIP’s Assess phase. The school head’s concern is how to integrate a comprehensive health and nutrition program into the current AIP/SIP cycle to address the dropout rate. What is the most effective action the principal should take?

Immediately start a feeding program using the remaining school MOOE funds and retroactively document it as an AIP supplemental activity.

Wait for the next SIP cycle (three years later) to conduct a full re-assessment and analysis of the new PIA.

Convene the School-Community Planning Team (SPT) to conduct a focused data re-analysis, revise the AIP/SIP by incorporating the new health PIA and solutions, and align the new activities with the LAC action plan.

Write a letter to the Schools Division Office (SDO) requesting a budget for a new program, as the problem requires immediate external funding for the realization of the program.

The school has a high student-classroom ratio, which was identified as a critical PIA under the Access Key Result Area. To address this, the school-Community Planning Team (SPT) developed a plan to construct two temporary classrooms. However, the SPT noted that external stakeholders like the Parents-Teachers Association (PTA) and the Local Government Unit (LGU) have been slow to mobilize resources, primarily due to a lack of detailed understanding of the school's situation. The principals immediate concern is how to improve external stakeholder engagement to ensure the successful execution of the plan. What is the most systemically strategic action to ensure plan implementation?

Call a special general assembly and emotionally appeal to the stakeholders for immediate financial help, focusing on the children's need for a better learning environment.

Present the year-end School Report Card (SRC) in a public forum, highlighting the critical Learner-Classroom Ratio data, the PIA, and the necessary action plan, and use it as an advocacy tool to secure support.

Organize a new, smaller committee composed of the most active parents and LGU members to raise funds, excluding the less engaged members of the original SPT.

Hold a series of meetings with the SPT to revise the AIP by shifting the PIA from classroom construction to a cheaper alternative like a remedial reading program.

The school has successfully implemented the first year of its three-year SIP. Based on the Project Monitoring Report, the implementation of the project on establishing a reading corner has resulted in the desired output, but the project on reducing chronic absenteeism has stalled due to inconsistent monitoring by the Project Team members. The problem is how to get the stalled project back on track and ensure all elements of the Annual Implementation Plan (AIP) are executed for the year. How should the principal proceed to correct the implementation gap?

Call for a general meeting to publicly hold the Project Team members accountable for the lapse and remind them of their commitments in the AIP.

Immediately take over the monitoring task to ensure the project moves forward before the next reporting to the SDO in May that will surely yield a good performance result following the monitoring procedure

Require the Project Team to re-analyze the root cause of the inconsistent monitoring, adjust the implementation strategy and timeline in the AIP for the succeeding year, and align the changes with the SIP's overall objectives.

Delegate the stalled project to a new team of teachers who have shown high commitment in other school activities.

10.

In the SIP of the school, reducing teacher burnout was identified as a Priority Improvement Area (PIA) under the Governance Key Result Area. The initial solution focused on wellness activities (Plan phase). However, a subsequent review during the Act phase revealed that the root cause of burnout was actually the non-alignment of teacher performance objectives (IPCRF) with the goals and project activities outlined in the SIP/AIP. The dilemma is how to correct this systemic misalignment immediately and permanently. What is the most strategic step to institutionalize the alignment between teacher performance and the school plan?

Immediately issue a memorandum to all teachers directing them to revise their current Individual Performance Commitment and Review Form (IPCRF) to reflect the PIA so that the school follows the process in the DepEd Order on the school planning.

Convene the SPT to formally integrate a new process into the school’s planning cycle that mandates the review of all personnel's performance objectives (IPCRF/OPCRF) at the start of every AIP year, ensuring they reflect SIP objectives.

Focus on addressing the burnout symptom by hiring a guidance counselor, using the SIP/AIP as justification for the additional expenditure.

Disregard the teacher burnout PIA for the year and focus the team's energy on PIAs related to Access and Quality, which are more critical

11.

The principal of Mabuhay Elementary School is reviewing the school's newly implemented curriculum integration plan. The plan aims to embed the four DepEd Core Values: Maka-Diyos, Maka-tao, Makakalikasan, and Makabansa in all subject areas. However, the plan lacks a clear mechanism for involving the Family, community, and other stakeholders in the responsibility of developing life-long learners, which is an essential part of the DepEd Mission. The principal’s problem is how to revise the policy to ensure comprehensive integration of the Core Values through shared governance, consistent with the DepEd VMV. Which action should the principal prioritize?

Launch a school-wide seminar for teachers to create new modules that explicitly connect Core Values to subject competencies.

Consult the community stakeholders and the PTA to jointly develop a shared responsibility framework for Core Values application

Form an internal policy review team to only revise the Core Values descriptions within the current curriculum integration plan.

Mandate all students to participate in monthly values-focused outreach activities conducted by the school staff.

12.

During a quarterly school performance review, The principal notes that while student academic scores are high, a survey indicates low student engagement in civic activities and a general lack of enthusiasm for contributing to the community after graduation. This contradicts the DepEd Vision's aspiration for Filipinos who passionately love their country and whose competencies enable them to contribute meaningfully to building the nation. The principal’s dilemma is how to review and adjust the school's programs to align the high academic competency with the necessary values and patriotic disposition mandated by the national vision. Which action best addresses this policy dilemma?

Introduce a strict school rule requiring all students to join at least one nationalistic club and participate in flag-raising ceremonies.

Organize a series of guest lectures featuring successful alumni who are known for their national contribution and patriotic service so that they will be inspired to be engaged in the class.

Lead a policy review of the co-curricular and values education programs to develop new opportunities that connect student competencies to national and community service.

Increase the allocation of time for history and social studies classes to ensure a deeper understanding of Philippine laws and culture.

13.

The principal manages a school with a significant population of Indigenous Peoples (IP) learners. The principal receives feedback that the current learning materials and teaching methods are largely generic, failing to be culture-based and therefore creating an inequitable environment for the IP students. This situation puts the school's operation in direct conflict with the DepEd Mission to provide quality, equitable, and culture-based basic education. The principal's problem is how to systematically review and correct the school's instructional policy to truly protect and promote the right of every Filipino to this kind of education. What is the most appropriate policy implementation and review action?

Purchase new, commercially available learning materials that feature diverse Philippine cultures to distribute to teachers.

Consult with IP elders and community leaders to co-develop localized, culture-based teaching guides and policy guidelines for their use.

Transfer all IP learners to a specialized class with one teacher who has received training in Indigenous Peoples Education (IPEd).

Create a school-wide directive requiring all teachers to include at least one local folk tale in their weekly lesson plans.

14.

The school principal is mandated to ensure that the Department of Education continuously improves itself to better serve its stakeholders. The school has been implementing the same feedback mechanism for five years, which collects general satisfaction data from parents but fails to capture specific, actionable input on how school policies (student services, safety protocols, communication) can be improved to meet the changing needs of the learners and stakeholders. The principal’s concern is how to revise the policy on stakeholder feedback to align the school's operation with the Vision's requirement for continuous improvement. What is the principal’s most strategic course of action?

Direct the school staff to collect only anecdotal evidence of student satisfaction during school events and gatherings.

Conduct a comparative study of the feedback mechanisms used by nearby public schools and immediately adopt the most successful model to meet the changing needs of the learners.

Institute a new policy that systematically collects and analyzes specific stakeholder feedback on school operations, leading to an annual policy adjustment plan.

Increase the frequency of parent-teacher conferences to ensure all parents have a chance to voice their concerns directly to the teacher.

15.

The principal discovers through an internal quality assurance audit that while teachers are technically facilitating learning, their performance is hampered by excessive non-teaching tasks and a fear of bureaucratic reprimand, leading to low morale. This operational environment hinders the school's ability to fully realize the DepEd Mission, which states that Teachers facilitate learning and constantly nurture every learner, and Administrators and staff... ensure an enabling and supportive environment for effective learning to happen. What policy review action is most consistent with the DepEd Mission?

Provide teachers with a new, comprehensive module on nurturing techniques and require them to pass a proficiency examination.

Delegate all non-teaching and administrative tasks to the staff, requiring them to work overtime to cover the teachers’ load.

Form a policy review body with administrators and teachers to streamline non-teaching policies and establish clear guidelines on supportive supervision

Increase the teacher’s performance bonus by 10% to boost morale, contingent on a higher average class pass rate.

16.

A newly appointed Principal is mandated to innovate a reading program to address consistently low literacy scores. The School Governance and Operations Division (SGOD) representative advises her to seek funding through the Basic Education Research Fund (BERF). The principal develops a proposal for an action research study to evaluate the effectiveness of a locally developed reading intervention. Before submitting, she realizes the intervention's theoretical foundation is not explicitly linked to any of the four major DepEd Basic Education Research Agenda themes (Teaching and Learning, Child Protection, Human Resource Development, or Governance).

What is the best course of action for the principal to take to ensure the research proposal meets the initial screening requirements for BERF funding approval?

Revise the introduction of the research proposal to clearly articulate how the study aligns with the Teaching and Learning theme of the Basic Education Research Agenda.

Contact the Schools Division Research Committee (SDRC) Secretariat for technical assistance to help them tailor the methodology to fit the existing BERF guidelines.

Immediately look for a different, locally available fund source to support the study, since non-alignment with the agenda is a basis for automatic disapproval.

Submit the proposal as is, arguing that the literacy gap is a crucial division-level priority which should take precedence over the national agenda themes.

17.

A Principal is reviewing a school-level action research proposal from a teacher that aims to improve student discipline through a new behavior management technique. The teacher's proposed study involves recording the disciplinary incidents of 10 students identified as "most challenging" without seeking parental or guardian consent, arguing that the data is for internal school use only. The principal is aware that all research must adhere to established research ethics. What is the best course of action for the principal to ensure that the study can proceed ethically and ultimately be approved by the Schools Division Research Committee (SDRC)?

Require the teacher-proponent to immediately revise the proposal to include a clear plan for obtaining informed consent from the parents or guardians of the involved students.

Advise the teacher to reclassify the study as a simple school intervention rather than a research proposal to bypass the strict ethical review process

Direct the teacher to include a note in the proposal stating that ethical requirements will be addressed after the SDRC has given initial approval for the study's funding.

Forward the proposal to the SDRC while highlighting the potential ethical lapse, trusting the SDRC Secretariat to resolve the issue during their initial screening process.

18.

A Principal is planning to submit a Basic Research proposal that involves developing a new training model for school heads. His proposed research team includes the current Schools Division Superintendent (SDS) as a co-proponent, as the SDS has expertise in the training model. The principal is aware that the SDS is the Adviser of the Schools Division Research Committee (SDRC) which will initially evaluate the proposal. What is the best course of action for the principal to take to mitigate the potential conflict of interest and ensure the proposal has a fair chance of being approved?

Remove the SDS as a co-proponent and request that the SDRC Secretariat find an external expert to evaluate the proposal’s technical merits instead

Write a formal letter to the SDRC, acknowledging the potential conflict and requesting that the SDS officially inhibit from the proposal's evaluation process.

Immediately withdraw the research proposal, as any research involving a high-ranking official will be automatically rejected due to the perceived conflict of interest.

Re-file the proposal as a national level study for the NRC to evaluate, thereby bypassing the SDRC where the SDS holds an advisory role.

19.

A Principal received approval and the first tranche of funds for an action research project focused on parental involvement. Three months into the implementation, a massive earthquake forces the temporary relocation of students and parents, making the original data collection method (in-person interviews) impossible to execute. The principal now needs to shift the data collection to an online survey and extend the project timeline by five months to accommodate the disruption. What is the best course of action for the principal to take regarding the necessary changes to the approved research?

Proceed with the changes (online survey and extension) without communication, as the unforeseen disaster is a valid reason that justifies the deviation from the original plan.

Submit a letter to the relevant Research Committee (RC) detailing the change in research design and requesting a five-month extension with justification for both modifications.

Implement the online survey immediately but wait until the original end date to submit a letter requesting the time extension, as this is a minor deviation.

Use the current funds to conduct a new, simplified study that can be completed in the original timeline and return the unutilized funds to the Division Finance Office.

20.

A Principal has successfully completed an action research study on integrating technology in mathematics instruction, and the final report has been submitted and accepted by the SDRC. However, the initial plan for dissemination was limited to a single presentation during a monthly faculty meeting, which reached only the math teachers. The principal believes the findings have implications for all learning areas in the school and potentially the entire division. What is the best course of action for the principal to ensure the utilization and widespread dissemination of the research results within the school and to external stakeholders?

Present the findings to the School Governing Council (SGC) for their use in school planning and conduct discussions on the results during an all-faculty In-Service Training (INSET).

Send a copy of the final research report directly to the Regional Director, requesting a regional dissemination forum to share the results with other regions.

Rely solely on the SDRC Secretariat's function to publish the research in their division journal or bulletin for wider dissemination across the division.

Disseminate the findings only to the math teachers via a Learning Action Cell (LAC) session, as the research topic is solely focused on their learning area.

21.

A principal of a large integrated school notices that while all teachers are part of a Learning Action Cell (LAC), the quality of the sessions is inconsistent, and participation from some experienced teachers is passive, viewing the LAC as just another administrative meeting. The principal worries that the LACs are failing to achieve their primary objectives of improving the teaching-learning process and nurturing successful teachers. Which of the following actions should the principal prioritize to address the quality and engagement issues of the LACs?

Focus on the core components of the LAC policy, specifically by monitoring if sessions involve critical reflection leading to changes in classroom practice and increased understanding of the New K to 12 curriculums.

Assign new LAC leaders and facilitators for all groups to introduce fresh perspectives and strictly implement the agreed-upon LAC implementation norms, particularly attendance and participation rules.

Conduct a school-wide survey to allow teachers to anonymously propose new LAC topics, hoping this self-determination will increase their intrinsic motivation and active involvement.

Announce that LAC participation and its positive impact on student performance will be the primary basis for their Individual Performance and Commitment Review Form (IPCRF) scores and promotions.

22.

The principal realizes that the Learning Action Cell (LAC) sessions, while diligently conducted, have focused narrowly on individual teachers' short-term concerns like lesson planning templates, rather than the major, identified problem in the School Improvement Plan (SIP), which is the low school-wide proficiency in reading comprehension. The SIP explicitly requires a school program to address this deficiency. The principal is concerned that the LACs are not acting as the strategic, school-based professional development program needed to achieve the SIP's mandate. To ensure the LAC program directly addresses the school's strategic goal and supports learner development, what is the most appropriate step for the principal to take?

Revise the LAC Plan, in collaboration with LAC Leaders, to integrate the reading comprehension goal into the "Prioritization of Topics or Agenda" phase, making it a mandatory focus for all sessions in the current school year.

Direct the LAC Facilitators to reserve a fixed amount of time (30 minutes) in every session to discuss reading strategies, making it an ad hoc item alongside their usual agenda.

Conduct a separate, one-time, school-wide workshop on reading comprehension strategies, funded by the school MOOE, and postpone the regular LAC sessions until all teachers have completed it.

Provide technical assistance to the LACs by tapping an internal resource person, a Master Teacher specializing in English to co-facilitate sessions and introduce research-based reading pedagogies.

23.

The principal has successfully implemented several Learning Action Cells (LACs) that have conducted collaborative action research, leading to new instructional materials and strategies. However, the LAC Documenters report that the allocated Maintenance and Other Operating Expenses (MOOE) funds for materials, printing, and modest snacks are nearly depleted, and the teachers are starting to feel burdened by the costs of duplicating materials for their classroom trials. The principal understands that continuous professional development requires sustainable resources. What is the principal's most strategic action to ensure the long-term sustainability of resources for the LAC program?

Immediately prohibit the use of the remaining MOOE for food/snacks during LAC sessions and instruct teachers to only use the budget for printing and developing instructional materials.

Consult the School Improvement Plan (SIP) and Annual Implementation Plan (AIP) to strategically include a line-item budget for LACs and explore other external resource generation efforts by reaching out to local stakeholders.

Advise the LAC Leaders to limit the frequency of face-to-face LAC meetings to only once a month and shift to online interaction to reduce expenses for printing and food.

Write a formal request to the Schools Division Office (SDO) for a supplemental budget, citing the success of the action research and the depletion of the current school-based funds.

24.

The principal conducts a class observation and notices that a teacher, who had actively participated in a Learning Action Cell (LAC) session on 21st Century Skills and ICT Integration, is still conducting instruction using only a traditional lecture format, with no integration of the new techniques discussed. The teacher is struggling to apply the learning, and student engagement is visibly low. The principal realizes that there is a disconnect between the collaborative learning in the LAC and the actual application in the classroom, which directly impacts learner development. What initial action should the principal take following this observation to ensure the learning is successfully transferred to practice?

Request the LAC Documenter to retroactively monitor the teacher's individual portfolio and log/journal entries related to the ICT topic and present a formal report on the teacher’s compliance.

Schedule a meeting with the teacher to provide constructive feedback on the observation and discuss the evidence of implementation and agree on how to observe or monitor the application of learning in the future.

Recommend to the teacher that they serve as an external Resource Person in a different LAC on a topic where they are more confident, to boost their self-esteem before attempting the new ICT integration.

Propose the ICT integration LAC topic for re-prioritization in the next LAC Plan, suggesting that all members collaboratively review a new set of materials and conduct a hands-on workshop.

25.

The principal, who is also the LAC Leader, observes that a particular LAC session, scheduled for an urgent discussion on curriculum contextualization, has been subtly redirected by the Facilitator into a discussion about a new cooperative lending scheme among the teachers. While the loan is beneficial to the members, the principal realizes that the session's time is being consumed by a non-CPD activity, which is explicitly prohibited by the policy. The principal's dilemma is how to correct this without undermining the Facilitator's authority or the cooperative spirit of the group. What is the most judicious action for the principal to take to keep the program focused on its mandate?

Allow the discussion to conclude to maintain harmony but immediately schedule an administrative meeting with the Facilitator to issue a written warning about violating the "Limitation/Prohibitions" section of the policy.

Gently interrupt the discussion by reminding the group of the agreed-upon LAC norms related to time/agenda and propose deferring the lending topic to a separate, informal social meeting outside the LAC session.

Immediately assume the role of Facilitator for the remainder of the session to steer the discussion back to curriculum contextualization and then follow up by meeting with the assigned Facilitator to plan the next session's content.

Call for an emergency meeting with all LAC Leaders and Facilitators to reiterate the policy's limitations/prohibitions and train them on adhering to the prepared session plan to ensure the objectives are achieved.

26.

The principal received a petition from the Student Government arguing that the current uniform policy is a barrier to a comfortable learning environment, citing cost and climate discomfort. The problem is how to balance student welfare with the school's tradition and the existing rules set by the Parents-Teachers Association (PTA) General Assembly. What is the most appropriate course of action for the principal to address this situation?

Immediately conduct a comprehensive review of the existing school policy with the School Planning Team (SPT), integrating the learners’ petition data with other performance indicators to draft a revised, evidence-based policy for a more inclusive and effective learning environment.

Organize a dialogue session between the Student Government, PTA Board, and SPT to discuss the petition, analyze its direct impact on school attendance and discipline, and propose a mutually acceptable short-term adjustment to the uniform's material.

Consult only the PTA Board and the faculty to reiterate the school’s long-standing policy on uniforms and instruct the Student Government to simply draft an official endorsement of the current rules.

Form a small student and faculty committee to research and present three alternative uniform options and costs, and then select the cheapest and easiest option to implement next month to appease the students.

27.

The principal noticed an increase in recorded bullying incidents, yet the Student Body President reported that many students feel the school's Child Protection Policy (CPP) is too intimidating and complicated to use. The dilemma is that the official incident data shows low reporting, but the unutilized learner voice suggests the policy itself may be the root cause of underreporting.

What is the most effective action for the principal to improve the CPP implementation?

Immediately form a Project Team involving students, teachers, and guidance counselors to listen to the voice of the learners on their fear of reporting, analyze the root cause of non-utilization, and use the findings to revise the CPP and integrate the improvement project into the school's next Annual Implementation Plan (AIP).

Conduct a school-wide assembly to re-orient all students on the official reporting procedures of the CPP and instruct all advisers to closely monitor and record all incidents to improve compliance with the existing policy

Organize an ad-hoc consultation session with class presidents and peer counselors to gather concrete suggestions on how to make the reporting process more student-friendly and then immediately implement the most feasible recommendation that addresses the needs of the learners according to the result of the consultation.

Post the complete, official Child Protection Policy document on every bulletin board to ensure all students are fully aware of the legal consequences for both bullies and false reporters.

28.

A mid-year review of extracurricular activities at Punta Kamino Elementary School showed a 30% drop in student participation. Student leaders, when informally consulted by the adviser, cited a general feeling that the activities are "boring" and "chosen by adults." The problem for the principal is on how to translate this qualitative feedback into concrete action that will increase participation and make activities more learner-centered, fulfilling the SIP's goal to be child or learner-centered. What action best demonstrates leading strategically through learner voice?

Instruct the faculty to create new, modern activities such as coding and robotics clubs, while simultaneously launching an intensive public information drive to market the new program to students and parents.

Convene the School-Community Planning Team to conduct a comprehensive assessment of the activity program's effectiveness, formally listen to the voice of the learners and other stakeholders for root cause analysis, and use the evidence to develop a new, three-year SIP strategy for holistic learner development.

Empower the Student Council to conduct a school-wide survey on preferred activity types, collect and analyze the quantitative data, and use the results to immediately draft and implement a revised master list of activities for the coming semester that will ensure development of a school plan addressing the school needs.

Dismiss the feedback as typical student disinterest and instead focus the school's resources on the core academic subjects, reducing the budget and time allocated to all non-academic activities.

29.

Dismiss the feedback as typical student disinterest and instead focus the school's resources on the core academic subjects, reducing the budget and time allocated to all non-academic activities.

30.

A Grade 6 teacher reported to the principal that her students complained the fixed, traditional row seating makes group work difficult and discourages collaborative learning. Student feedback from other classes also revealed discomfort with the lack of proper ventilation. The principal’s concern is that while the facility is old and funding is tight, the principal must ensure the physical learning environment is conducive to the school's shift to a more participatory pedagogy. Which strategic action best utilizes learner views to inform decision-making?

Task the maintenance staff to immediately repair the ventilation systems in all classrooms and instruct all teachers to use a variety of seating arrangements, such as horseshoe and cluster layouts, without making permanent changes to make the learning environment conducive to the school shift for more learning engagement in the teaching learning process.

Direct the Student Council, in coordination with the Project Team, to conduct mini-research gathering student-drawn ideal classroom layouts and comfort levels. The findings should be included in the School Report

Card for presentation to the PTA and LGU to secure funding and advocate for the needs of the learners.

Hold a series of teacher training sessions on classroom management techniques, focusing on how to maximize collaborative learning even within the current fixed, traditional seating arrangement to overcome the physical limitations.

Form a temporary, multi-stakeholder committee to study the seating complaint, propose two low-cost solutions for better classroom flow, and implement the chosen solution in the Grade 6 classroom as a pilot test next month.

31.

The school's guidance counselor presented data showing that while academic performance is high, student reports on stress and anxiety have significantly increased. A student-led focus group discussion confirms this, citing a perception that the guidance program is only for students with behavioral problems and not for wellness. The problem for the principal is how to restructure the program to effectively address the students' mental wellness needs and utilize their voice to ensure its relevance and utilization. What is the most systemic and strategic approach to address it?

Direct the Guidance Office to immediately shift its focus from behavior to wellness, offering daily lunchtime stress-relief workshops and distributing mental health brochures, making sure the students see an immediate change in services and will ensure their mental health through the integration of socio emotional learning in school programs.

Mandate the School Planning Team to conduct a full program audit, using the student-cited data and qualitative learner voice to identify the root cause of the current program's misperception. The findings will then be

used to craft a new policy and an improvement project under the SIP to redefine the program's objectives.

Partner with a local mental health NGO to conduct a one-time, mandatory seminar for all students on stress and anxiety management, ensuring that this external expertise validates the students' mental health concerns.

Engage the student leaders and the Project Team to co-design a communication campaign for the Guidance Office, rebranding its services to focus on wellness and peer support, then implement the new campaign for a one-semester test run.

32.

A large secondary school's annual monitoring report shows a consistently high Dropout Rate, particularly in the Grade 7, which significantly hinders the attainment of the Regional Initiative: "Keeping school-age children in school". The principal recognizes this trend and the need to address the systemic factors contributing to this high dropout rate before the start of the next school year, which action best addresses this challenge?

Organize a school-wide meeting to remind teachers to strictly enforce the attendance policy.

Launch a student-led mentorship program for all Grade 7 students upon enrollment.

Conduct a root cause analysis using the data disaggregated by grade, sex, and reasons for leaving to implement targeted retention programs.

Request the School Division Office (SDO) for additional budget to hire more guidance counselors for immediate assistance.

33.

The school has successfully piloted a new localized remedial reading intervention, but the principal needs to institutionalize the program for sustained impact and prepare for expansion to other grade levels. The dilemma is determining how to create a robust, continuous system to measure and prove the program's long-term effectiveness on learner achievement for potential adoption division wide. What action should the principal take to ensure the program's longevity and quality based on evidence?

Document the pilot results and submit a compelling narrative report to the SDO for immediate funding and scaling up.

Design a comprehensive M&E Plan for the program that defines performance indicators, data collection tools, and a utilization strategy for continuous learning and improvement.

Train the teachers involved in the pilot implementation to serve as resource speakers and encourage them to replicate the successful practices in their own classrooms.

Standardize the intervention modules and create a manual of operations to ensure fidelity of implementation across all future users that will result to an effective school plans adjustment.

34.

The principal observes from the Quarter 1 Performance Implementation Review (PIR) that only 75% of learners from Grade 6 successfully transitioned to Grade 7 in the current school year, which falls below the school's target: "All learners transition to the next key stage". She suspects the main issue is a perception among parents that the Junior High School curriculum is too challenging. The dilemma is to implement an integrated solution that leverages the data to address both the data point and the root cause. What is the most effective integrated response?

Direct the Grade 6 teachers to hold individual conferences with the parents of all learners to discuss the importance of transition.

Mandate a school-wide information campaign that highlights the success stories of Grade 7 and 8 students in school assemblies.

Use the Transition Rate data, disaggregated by feeder school, to co-develop a targeted transition support program with parents and Grade 7 teachers.

Establish an early registration period for Grade 7 and streamline the documentary requirements to eliminate enrollment barriers for parents.

35.

Following a national directive on strengthening the psycho-social support system, the principal wants to establish a systematic way to measure the impact of the school's newly implemented programs on Learners' Well-being and Resiliency. Since the national system currently lacks a standard, reliable instrument for this, the principal's concern is how to pioneer a data-gathering tool that will produce a new, actionable evidence base for the school's long-term strategic planning. What is the most strategic course of action?

Adopt a tool from another SDO that has successfully measured student well-being for two years and implement it immediately.

Focus solely on easily available data like attendance records and disciplinary cases and submit a monthly report to the SDO on the absence of major incidents that will form part of the school records.

Prioritize immediate, visible interventions like establishing a peer counseling club and increase the daily visibility of guidance staff around the campus.

36.

A yearly review shows that the school's Net Enrollment Rate (NER) is meeting the overall target, but the disaggregated data reveals a significant dip in NER for children from Geographically Isolated and Disadvantaged Areas (GIDA). The principal faces the problem of utilizing this specific, disaggregated data to formulate an intervention that is equitable and directly addresses the systemic barrier to access for this marginalized group. What is the most targeted and integrated action?

Hold a general meeting with all community stakeholders and request for volunteers to help bring GIDA children to school.

Form a dedicated team to conduct an M&E study on the primary barriers preventing GIDA children's enrollment and mandate the integration of findings into the Annual Implementation Plan (AIP).

Redirect a portion of the school's Maintenance and Other Operating Expenses (MOOE) to provide monthly stipends for GIDA learners who successfully enroll.

Report the disaggregated data to the Regional Office and wait for a specific policy directive or program targeting GIDA enrollment.

37.

The principal needs to prepare her School Work and Financial Plan (WFP) for the upcoming fiscal year. She knows the WFP, together with the Project Procurement Management Plan (PPMP) and the Annual Procurement Plan for Common-use Supplies and Equipment (APP-CSE), must be generated via the PMIS. However, she's confused about the initial submission process, as she hears different deadlines for the Expenditure Matrix (EM) submission. She wants to ensure her school's plan is included in the division's final approved document. Given that the regional office has just released the official budget allocation memo, what is the most immediate and

essential action the principal should take to proceed with the WFP preparation using PMIS?

Wait for the Schools Division Office (SDO) to issue a specific DepEd Order amending the deadline before she uploads her Expenditure Matrix for approval by the end of March.

Direct her planning team to prepare the Expenditure Matrix (EM) using the PMIS-generated template and submit it to the system on or before the end of March for pre-planning.

Immediately prepare the WFP by manually compiling the PPMP and APP-CSE and submitting hard copies to the SDO Planning Office for the triangulation process.

Coordinate with the SDO Finance Unit to confirm the receipt of the Sub-ARO before preparing the WFP, since funds are typically downloaded as Program Support Funds.

38.

The principal has recently secured approval for a major school project. He needs to request funds for the project's first activity. The activity is clearly listed in his approved Work and Financial Plan (WFP) and is within the set budget threshold. However, the school's finance officer suggests preparing an Authority to Conduct (ATC) instead of an Activity Request (AR) to be safe. To ensure timely and efficient project execution aligned with PMIS guidelines, what should the principal instruct his team to do based on the nature of the activity?

Use the Authority to Conduct (ATC) modality since it provides a safety buffer for any unexpected changes or deviations from the original approved WFP.

Submit an Activity Request (AR) using the system's facility, as the activity is already included in the approved WFP and within the set threshold.

Prepare and record the activity as a lump-sum expense in the PMIS, thereby exempting it from the required preparation of either an AR or an ATC.

Submit the request directly to the Finance Office for evaluation and earmarking, bypassing the Progress Monitoring office to expedite the process.

39.

The school consistently meets its financial targets but frequently reports major delays in achieving its physical accomplishments and delivering its key outputs, a problem highlighted in the quarterly Program Implementation Review (PIR). As a result, the SDO Planning Unit has directed her to develop a Catch-Up Plan within three working days. The principal decides to use the PMIS to address the root cause of the delay by adjusting the remaining activities. Which action, reflective of the use of PMIS data, will ensure the most sustainable solution to the problem?

Adjust the physical targets for the remaining quarters in the WFP to match the lower financial accomplishment figures in the PMIS and avoid future backlogs.

Conduct a thorough analysis of the procurement and implementation milestones in the PMIS to identify the specific bottleneck (e.g., procurement process) and then revise the WFP schedule/activities for future quarters.

Focus the Catch-Up Plan on a new list of common-use supplies to be procured, ensuring the APP-CSE is updated, as a lack of materials is the most common reason for project delays.

Consult the Program/Project Profile in PMIS to re-evaluate the original problem definition and desired outcomes (impact) to see if the overall program design needs a fundamental change before adjusting the WFP.

40.

A Division Superintendent tasked the principal with managing a new nationally funded program intended for all schools in the Division. The principal realizes that for the program to be successful, he must ensure consistency in implementation across all participating schools. What is the most effective action the principal should take using the PMIS to manage the inter-office flow of information and execution, demonstrating a clear understanding of the system's relational capabilities?

Request the SDO-ICT Unit to create custom dashboards in PMIS so he can view the physical and financial reports of the other participating schools in real-time.

Ensure that the Program/Project Profile for the new program is accurately created and maintained in the Central Office PMIS, as this document serves as the primary source of information for all implementing offices.

Require all participating schools to use the Authority to Conduct (ATC) modality for every activity to ensure that the Central Office can review all major deviations before they happen.

Coordinate with the SDO Finance Unit to ensure that all funds for the program are downloaded as Program Support Funds (PSF) to the SDO so that they can control the budget allocation and execution for all schools.

41.

The SDO Planning Office is struggling with the initial rollout of PMIS because many Principals view the system as merely an IT requirement for submitting reports, rather than a management tool. They continue to practice manual monitoring, leading to inconsistent reports and delayed decision-making. As a resource person, you are asked to suggest the single most compelling feature of PMIS that, if fully utilized, would transform the principals’ perspective from compliance to strategic management. Which feature best represents the PMIS's capacity to facilitate strategic, evidence-based decision-making?

The facility to prepare Project Procurement Management Plans (PPMPs), as this streamlines the legally required procurement process and ensures timely purchase of basic education inputs.

The requirement for Progress Monitoring to reconcile physical accomplishments with financial data (obligation and disbursement) and report to management for evidence-based decision-making.

The ability to record and update Sub-AROs (downloading of funds) to the Regional and Schools Division Offices, which clarifies budget flow and increases financial transparency.

The automated generation of the Work and Financial Plan (WFP) which outlines activities, schedules, and budgetary requirements, removing the need for manual preparation of the plan.

42.

The principal recognizes an urgent need for his teachers to undergo specialized training on managing students with learning disabilities, a training not included in the school's approved Annual Improvement Plan (AIP) and corresponding budget. He has identified an unspent amount in the Maintenance and Other Operating Expenses (MOOE) budget for supplies due to favorable bulk purchasing deals. The principal is committed to financial adherence but prioritizes teacher professional development. What is the most appropriate action Dr. Reyes should take to manage this financial dilemma?

Use the savings from the supplies budget to immediately pay for the training, then notify the Division Office of the urgent and necessary reallocation upon liquidation.

Request a budget realignment or modification through the Division Office's Budget/Finance Unit before incurring the expense, justifying the urgent need for the training against the original budget line item.

Ask the teachers to attend the training first and promise to reimburse their expenses later once the next fund tranche is downloaded, citing the school head’s authority.

Write a letter to the Division Office requesting additional funds from the national MOOE pool but proceed with the purchase of supplies to fully utilize the original budget line item.

43.

The principal needs to undertake a major repair of the school’s electrical system. Based on the initial survey, the cost is estimated to be. The repair is included in the approved budget. The school’s regular procurement staff is currently overwhelmed with the year-end liquidation process, and waiting will endanger the safety of the students. The principal wants to ensure the repair is done immediately, transparently, and in full compliance with procurement and disbursement policies. Which of the following actions demonstrates the most comprehensive and compliant approach?

Initiate an Emergency Procurement, preparing the necessary documents like the Certificate of Emergency Purchase and Abstract of Canvass from three suppliers, and ensure immediate inspection and acceptance upon delivery.

Contact a single, trusted supplier who has worked with the school before for a direct contract, pay for the service using the school’s petty operating expenses fund, and liquidate it immediately.

Post the request for quotations (RFQ) publicly and gather a Summary/Abstract of Canvass from at least three suppliers, then delegate a non-procurement staff to oversee the bidding process to speed up the selection.

Procure the materials for the repair immediately using the MOOE through an accredited supplier and hire the laborers separately via job order to split the costs and avoid the required procurement process.

44.

The school head is facing an annual internal audit where the physical count of supplies (bond paper, ink cartridges) differs significantly from the records maintained by the supply officer. The dilemma is that the current Inventory Management system is purely manual, and the discrepancy causes issues with accurate financial reporting. Mrs. Garcia needs to reconcile the records immediately and establish a more robust system for the coming year. What should be her immediate priority action to address both the current audit issue and future compliance?

Instruct the supply officer to immediately adjust the manual records to match the physical count and submit the updated report to the accounting unit for financial reporting.

Direct the supply officer to prepare a Report of Waste Materials for the missing items, ensuring all disposal procedures are followed to clear the non-existent assets from the books.

Form an internal team to perform a thorough investigation and reconciliation, while adopting a new logbook/system that details the consumption per classroom/office for better custodianship and inventory management.

Request a temporary hold on the audit until a more detailed physical inventory is completed, blaming the discrepancy on the absence of a proper Asset Management Manual.

45.

The principal receives a liquidation report for a cash advance used for minor operating expenses. The report includes only a single official receipt for a large bulk purchase, a summary of expenses, and an approved purchase request, but lacks the required Canvass from at least three suppliers and the Certificate of Inspection and Acceptance. The dilemma is the staff who made the purchase is due to be transferred immediately, and a fast liquidation is needed to avoid a disallowance. Which step should the principal prioritize to comply with financial reporting standards?

Approve the liquidation provisionally with a notation that the missing documents must be submitted by the next staff member, allowing the fund to be immediately cleared in the books.

Reject the liquidation report and require the purchasing staff to secure all the lacking documents, such as the canvass and certificate of inspection, before the transfer is finalized.

Immediately prepare a memo to the Division Office justifying the absence of the documents due to the staff transfer and requesting a waiver for the required canvass and inspection certificate.

Sign a personal affidavit stating that the goods were received and used, and that the single purchase was the most cost-effective option and attach this to the current report.

46.

The principal has a new set of financial staff (an administrative officer and a bookkeeper) who are knowledgeable in general accounting but unfamiliar with the specific DepEd financial policies. He wants to ensure that the team’s first year of operation is compliant with all national and customized DepEd financial systems, including accounting, procurement, and School-Based Financial Management (SBFM). The dilemma is how to most efficiently train and guide the new team to adhere to the correct procedures, forms, and reporting requirements in the shortest time. What is the most effective and efficient guidance strategy for the principal to implement?

Require the new staff to focus exclusively on the Matrix of Processes, using it as a direct "short-cut" to quickly identify the required documents for common transactions, while ignoring the rest of the manual.

Mandate that the new staff undergo the official orientation and/or training based on the FMOM, and use the manual as the primary reference, ensuring they are familiar with the FMOM's contents like the UACS, PPSAS, and GAM.

Tell the staff to simply mimic the procedures from the previous school year’s liquidation reports and rely on the Division Office for immediate technical assistance if an audit query arises for it is their duty to rediscuss the procedure missed.

Assign the staff to only read the chapters on School-Based Financial Management and Provident Fund, as these are the only unique features customized for the school level.

47.

The school’s 20-year-old computer laboratory building has severely damaged ceiling boards and non-functional air conditioning units due to a recent minor tremor. The principal is worried about the immediate safety of the students and the integrity of the expensive computer equipment, especially with the upcoming rainy season. What is the most appropriate action for the principal to take?

Immediately request the PTA to conduct an emergency fund-raising drive to cover the repair costs and proceed with simple carpentry work to replace the damaged ceiling boards.

Initiate a detailed structural integrity assessment with the Division Engineer, secure the area from students, and request major repair funds following the DepEd-mandated procedures for maintenance and monitoring.

Transfer all computer units to the school stage to prevent further damage from the elements and temporarily convert the school’s covered court into a makeshift computer laboratory space.

Document the damage through photos and a detailed report, immediately request a Minor Repair Fund from the Division Office, and prioritize the replacement of the damaged ceiling boards and ACUs.

48.

The Home Economics (HE) Department of Mataginting National High School has accumulated a significant number of old, non-functional sewing machines and cooking stoves, which are now occupying valuable storage space and attracting pests. The dilemma of the principal is how to dispose of these properties quickly to free up the HE room for a new set of equipment while adhering to proper government accounting and disposal procedures. What is the most appropriate action for the principal to take?

Constitute an appraisal committee to declare the equipment as unserviceable, secure approval for disposal by public auction or condemnation, and use the process to review and train staff on the school's property and inventory system.

Declare the equipment as unserviceable and coordinate with the Division Office to proceed with the prescribed public bidding or negotiation process for disposal in accordance with COA rules and regulations

Immediately coordinate with a local junk shop owner to sell the equipment for a token price to free up space and record the transaction in the school's monthly financial report.

Have the school maintenance staff dismantle the unserviceable equipment into scrap and sell only the valuable metal parts to a local dealer, recording the generated income in the MOOE ledger and be able to use it in the school’s important activities.

49.

Typhoon Ambo is expected to make landfall, and the Local Government Unit (LGU) officially designated the school's gymnasium and two newly built classroom buildings as evacuation centers. The dilemma of the principal is how to ensure that the proper utilization of the facilities as an evacuation center minimizes damage to school property and guarantees a swift return to normal operations in adherence to DepEd guidelines. What is the most appropriate action for the principal to take?

Immediately coordinate with the LGU to clearly delineate the evacuation area, conduct a pre-occupancy inventory, and station school personnel and LGU staff to monitor the use and safeguarding of school property.

Convene the School Disaster Risk Reduction and Management Committee to establish a written Memorandum of Agreement with the LGU, outlining joint responsibilities, use protocols, and post-evacuation repairs/cleaning.

Delegate the full responsibility of property safekeeping to the LGU officials once they occupy the premises and instruct all school personnel to remain at home for their own safety during the typhoon.

Secure all movable school equipment inside the offices and allow the LGU to manage the evacuation proceedings, ensuring that they only use the designated school buildings and gymnasium.

50.

The Division Office recently delivered 50 brand-new armchairs and a set of laboratory equipment, but the accompanying delivery receipt is incomplete and lacks proper property numbers. The principal’s dilemma is how to properly receive an account for this new equipment immediately so that teachers can utilize it without delay, ensuring all requirements for property recording and accountability are met. What is the most appropriate action for the principal to take?

Instruct the property custodian to immediately issue the armchairs and equipment to the classrooms and laboratories while the school waits for the Division Office to send the corrected and fully documented delivery receipt to address the classroom armchair needs.

Refuse to accept the delivery due to incomplete documentation and instruct the delivery team to return the items to the Division Office until all necessary property documents are complete.

Accept the delivery, conduct a physical count to verify the items, prepare a detailed report on the discrepancies, and formally request the Division Office to issue a complete and properly numbered Property Acknowledgement Receipt (PAR).

Accept the delivery and, after coordinating with the Division Property Custodian to complete the required documentation, conduct an immediate school audit and training session on proper property recording and inventory procedures.

51.

A local philanthropist offered to privately fund and construct a new, unique-design classroom building in your school. Upon reviewing the submitted plans, the Division Engineer expressed concern that the building design does not fully comply with the standard DepEd structural and design requirements, specifically for typhoon resistance. The principal’s dilemma is how to accept the much-needed donation while ensuring the safety of the future occupants and adhering to building standards. What is the most appropriate action for the principal to take?

Accept the donation and allow the philanthropist to proceed with the construction, provided they sign a waiver holding them fully liable for any future structural damages caused by their non-standard design for the school badly needs classrooms.

Officially convey the Division Engineer's findings to the donor and respectfully request that the design be revised to adhere to the DepEd Educational Facilities Manual and National Building Code for school structures.

Approve the construction immediately, as the unique design will enhance the school's image and the need for new classrooms outweighs minor compliance concerns.

Formally request the donor to revise the building plans for DepEd compliance, and simultaneously develop a clear, school-based protocol with the LGU and Division Office for vetting all future infrastructure donations.

52.

The principal heads a new Medium Stand-Alone SHS with a large Technical-Vocational Livelihood (TVL) program, requiring complex scheduling. He needs to designate an ICT Coordinator for the school year. He has four teachers: Teacher A has 6 teaching loads, Teacher B has 5, Teacher C has 6, and Teacher D, a full-time teacher, has 7. The principal knows that designated teachers must be full-time and the distribution of responsibilities must be fair and proper. The dilemma is determining who can be assigned the additional Learner Support function while adhering strictly to the prescribed teaching loads. Which action is the most appropriate and compliant with the staffing policy for teacher designation?

Designate Teacher B (5 loads) as the ICT Coordinator and reassign one of Teacher B's subjects to Teacher A.

Designate Teacher A (6 loads) as the ICT Coordinator, since they are the most tech-savvy teacher.

Designate Teachers A and B to share the ICT Coordinator function, with Teacher A handling software

D. Designate Teacher B (5 loads) as the ICT Coordinator, maintaining all current teaching loads for the year.

53.

The principal is establishing the academic structure for a new Large Stand-Alone SHS offering the Humanities and Social Sciences (HUMSS) Strand. She needs to identify the most qualified individual to be designated as the Subject Group Head for Group I-A (which includes Oral Communication, Reading and Writing, etc.). Her dilemma is that her most experienced and highly skilled teacher in that field is a Teacher III, while she has two Master Teacher I position who are new to the school but meet the subject specialization criteria. Based on the need to manage staffing in adherence to guidelines, what is the principal’s most compliant action?

Designate the Master Teacher I who is specialized in Group I-A subjects as the Subject Group Head.

Temporarily designate the Teacher III as the Subject Group Head and assign a Master Teacher I to mentor them.

Designate one of the Master Teacher I teachers, even if they lack strong specialization in the required subjects.

Recommend the promotion of the Teacher III to Head Teacher V first before assigning them the supervisory role.

54.

The Principal of a Small Integrated SHS has designated two teachers to co-manage the functions of the Librarian and Sports Coordinator as their teaching loads are below 6, which is compliant with policy. However, Teacher X is now complaining of an overwhelming non-teaching workload from the Librarian functions, while Teacher Y has a lighter load as Sports Coordinator. This situation is creating staff conflict and threatening the efficient delivery of Learner Support services. The dilemma is how to re-distribute the functions to ensure fairness while maintaining policy compliance. What is the most appropriate long-term action for the principal?

Re-analyze the required man-hours for each function and reassign specific, measurable tasks to Teacher X and Y.

Advise Teacher X to manage their time better, as both functions were distributed in adherence to the DepEd policy.

Take over the most time-consuming task from the Librarian function and share it with the Administrative Assistant.

Swap the roles completely for one semester so that Teacher Y can experience the load of the Librarian functions.

55.

The principal of a Very Large Stand-Alone SHS is facing an urgent issue: a sudden spike in student emotional distress cases, but the school's Guidance Counselor item is currently vacant. The School Division Office (SDO) is slow to deploy a replacement. The dilemma is to provide immediate and legally compliant support to the learners without violating the established staffing patterns. Which course of action is the most compliant with the organizational and resource management guidelines?

Deploy an under-loaded teacher, designate them as a temporary Guidance Counselor, and provide the necessary training.

Coordinate with the SDO to secure the immediate deployment of a shared Guidance Counselor from another school.

Use the school's MOOE to immediately hire a local private counselor to serve the school for one semester.

Direct the Assistant Principal for Operations and Learner Support to temporarily handle all counseling functions.

56.

The principal of a Large Stand-Alone SHS has successfully designated a Master Teacher III as the Subject Group Head for Group II (Accountancy, Business and Management). Upon reviewing the staffing reports, she discovers that the Master Teacher III has been assigned a total of 6 teaching loads by the scheduling committee, which is not compliant with the policy. The dilemma is to rectify the Master Teacher's

load without jeopardizing the delivery of the specialized subjects. Which action demonstrates the best implementation of the policy on teaching load distribution?

Immediately reduce the Master Teacher III's teaching load to 5 and assign the excess load to a Teacher I (SHS) with the specialization.

Retain the Master Teacher III’s 6 loads since the subjects are specialized and they are the most qualified teacher.

Reduce the Master Teacher III's load to 3, the minimum, and designate them to a Learner Support function as well.

Reduce the Master Teacher III's load to 5 but also reduce the load of the Assistant Principal for Academics.

57.

Matimyas National High School (MNHS) needs to designate a new School DRRM Coordinator (SDRRM) as required by DepEd Order (DO) 033, s. 2021. The principal’s notes that the previous coordinator, a teacher with a heavy teaching load, often delayed compliance. The policy states the SDRRM Coordinator should preferably be non-teaching personnel to spare teachers from non-teaching work. However, the most experienced candidate, Mr. Reyes (non-teaching staff), does not meet the policy's criteria for having completed essential DRRM and Basic Life Support training, while Ms. Torres, a teacher with a full teaching load, is highly trained and experienced. The principal is faced with the dilemma of prioritizing the staff's designation (non-teaching) or the staff's competency (training) for a critical school safety role. Which of the following is the best initial course of action for the principal?

Designate a teacher and alternate SDRRM coordinator, and secure immediate training for both to ensure capacity.

Designate a teacher as SDRRM coordinator, consistently monitor his progress, and coordinate with the SDO for immediate DRRM training.

Designate teacher as the SDRRM Coordinator, and training are more crucial than adhering to the non-teaching designation.

Defer the designation indefinitely, pending the availability of a non-teaching staff who already meets all the criteria.

58.

The principal of Mabato Elementary School, located in a flood-prone area, has an established SDRRM Team. However, the teaching personnel on the team are complaining that their required involvement in conducting quarterly multi-hazard drills and preparing classrooms for typhoons significantly interferes with their already heavy teaching loads. The school is expected to comply with preparedness measures and ensure the continuity of learning. The principal’s dilemma is how to manage the teaching load distribution to support the safety functions of the teaching staff without compromising instructional time. What is the most appropriate action for the principal to take to manage staffing and DRRM compliance?

Conduct a review of teachers' duties to formalize DRRM load as service credits/compensatory time off and institutionalize community engagement to share DRRM tasks.

Re-distribute the teaching load of the SDRRM team members to grant them lighter class hours, documenting this as official DRRM function time.

Instruct the teachers to prioritize their instructional duties and strictly limit their SDRRM work only to the mandated quarterly drills.

Tell the teachers that DRRM duties are part of their sworn service and threaten disciplinary action for non-compliance with preparedness measures on the any unexpected situations.

59.

After a tropical cyclone, a multi-story school building sustained significant damage. An investigation revealed that vital school records, documents, and equipment had not been transferred to the higher floors or secured in waterproof containers, resulting in substantial losses. The non-compliance was traced back to the neglect of the designated SDRRM Coordinator, who is a non-teaching staff. The school head, Principal Reyes, acknowledges that overall accountability for impacts and damages rests with the School Head. The principal’s problem is how to proceed with holding the coordinator accountable while ensuring the SDRRM team's morale and future compliance are maintained. How should the principal address this immediate staffing failure within the DRRM framework?

Use the incident to review and revise the school's DRRM Contingency Plan’s implementation protocols and conduct a structured performance-based debriefing with the SDRRM team and personnel.

Officially issue a memorandum to the SDRRM Coordinator detailing the non-compliance and resulting damage and recommend necessary disciplinary action.

Immediately designate an alternate SDRRM Coordinator to take over the post-disaster recovery phase and relieve the negligent coordinator.

Transfer the SDRRM Coordinator to another, non-critical post within the school to avoid further accountability issues.

60.

The principal receives a new batch of non-teaching personnel at his school. One of the personnel has extensive training in Education-in-Emergencies (EiE) and Basic Life Support (BLS), satisfying some of the priority criteria for an SDRRM Coordinator. The incumbent coordinator, while diligent, has been requesting to return to purely administrative work. The principal thinks how to leverage this new expertise to strengthen the school's DRRM capacity while adhering to the policy on staffing and ensuring service continuity. Which strategic action best addresses this staffing opportunity and compliance requirement?

Conduct an objective assessment of the incumbent’s and the new personnel profiles against the policy criteria and update the DRRM structure for a seamless transition or shared role for future sustainability.

Immediately appoint Mr. Santos as the Alternate SDRRM Coordinator to utilize his advanced training and prepare him to take over the main role in the next school year.

Assign the new personnel to the general administrative pool and simply include him as a member of the larger SDRRM Team.

Relieve the incumbent SDRRM Coordinator immediately and appoint the new non-teaching personnel.

61.

A "Yellow Warning Rainfall Advisory" is issued for the principal’s school division. The school, being single-level and built at ground level, is highly vulnerable to flooding. The immediate preparedness for response measures requires securing weak parts of buildings, clearing drainage, switching off electrical lines, and safeguarding vital records, tasks that fall upon the SDRRM Team. The principal needs to coordinate to the personnel for these immediate actions, especially since the SDRRM Coordinator is currently on official leave. How should the principal manage the staffing and deployment of the SDRRM Team for the immediate preparedness for response measures?

Activate the alternate SDRRM Coordinator and the full SDRRM Team as per the Contingency Plan and establish a real-time coordination channel with the SDO DRRM Coordinator.

Call back key members of the SDRRM Team from their classrooms to secure vital records and switch off the main electrical lines as an immediate response measure.

Coordinate with the local LGU to request personnel assistance since the primary SDRRM Coordinator is unavailable to lead the efforts.

Suspend all classes immediately and send all personnel home to ensure their personal safety before the storm arrives.

62.

The school is in a low-lying area frequently affected by flash floods. A Yellow Warning Rainfall Advisory has just been issued, requiring immediate preparedness measures. The focus is ensuring the safety of all crucial school assets and guaranteeing learning continuity, especially for learners with special needs (LSNs) who may have difficulty evacuating quickly. What is the principal's most comprehensive and proactive course of action to manage this emerging challenge?

Immediately activate the Early Warning System and disseminate the advisory to all teachers and learners, then switch off all main electrical lines.

Safeguard all vital records and learning materials by transferring them to the second floor of the main building and secure all doors and windows against heavy rain.

Activate the full SDRRM Team, implement the student-Family Reunification Plan, secure assets, and coordinate with the LGU to pre-identify an inclusive alternative evacuation site.

Instruct the SDRRM Coordinator to prune all overhanging trees and clear the drainage systems immediately to mitigate damage from potential strong winds and heavy rainfall.

63.

Typhoon 'Rosing' has left hundreds of families displaced, and the Local Government Unit (LGU) requests the use of your school's 10 classrooms as a temporary evacuation center. You are faced with the dilemma of upholding the mandate to prioritize learning spaces while still performing the humanitarian duty to serve the community, especially since the LGU has only provided a verbal request and no MOA. How should you respond while managing this challenge equitably and adhering to policy?

Permit the LGU to use the classrooms, prioritizing the ground-floor rooms to ensure easy access for the evacuees, and immediately inform the Schools Division Superintendent.

Allow the LGU to utilize the school auditorium and open spaces first, while immediately requiring the LGU to execute a Memorandum of Agreement (MOA) for the use.

Decline the LGU's request outright, citing DepEd Order No. 033, s. 2021 and RA 10821, which restrict the use of classrooms, to protect educational investments.

Coordinate the use of gymnasiums and open spaces, execute the MOA, and propose a joint plan with the LGU for setting up temporary learning spaces (TLS) for affected learners within 3 days.

64.

The principal is reviewing the school's SDRRM Team following a multi-hazard drill and realizes the team is composed entirely of non-teaching personnel, as recommended. However, the SDRRM Coordinator notes a lack of buy-in from parents and the inability to effectively conduct the mandated Student-Led Watching and Hazard Mapping. The is contemplating on how to maximize stakeholder participation to make the DRRM measures more localized and equitable for all. Which action best integrates community engagement for sustained equity and resilience?

Mandate all teachers to spend an hour weekly in an after-school session to train parents on basic DRRM protocols and emergency response equipment use.

Conduct an immediate consultation with the Parents-Teachers Association (PTA) to formally appoint parent representatives to the SDRRM Team and clarify their specific roles in drills.

Design and integrate a systematic plan to engage learners, parents, and community stakeholders in the annual risk assessment and in capacity-building activities of the SDRRM team.

Replace the current SDRRM Coordinator with a permanent teaching staff who is a master teacher to increase the authority and compliance of the SDRRM Team members.

65.

The principal heads a single-story school in a flood-prone area, and an internal assessment reveals the school lacks a Flood Water and School Ground Elevation Marker and a pre-identified higher government structure for asset storage. The principal's dilemma is how to acquire this critical preparedness infrastructure and sustain its use, given the school's limited financial resources. What is the most strategic course of action to address this gap?

Submit a request to the Division Office for an immediate infrastructure budget allocation for the construction of a permanent Flood Water and School Ground Elevation Marker.

Request the LGU to conduct a rapid assessment and officially designate a nearby government building as the school's asset storage, pre-identified for emergencies.

Initiate a school-community partnership project (Brigada Eskwela) to construct a temporary, high-visibility flood marker while simultaneously coordinating the use of pre-identified LGU structures.

Designate a staff member to research the highest recorded flood level in the area and post a temporary notice on the school bulletin board to comply with the policy.

66.

A massive landslide has rendered the main access road to the remote high school impassable for an indefinite period. A significant number of learners from marginalized communities will be unable to attend face-to-face classes, creating a major equity challenge. The principal has to promptly ensure educational continuity for the affected learners while adhering to the standard curriculum requirements. Which action demonstrates the deepest level of planning and responsiveness to equity?

Issue an immediate directive to teachers to use module distribution every Saturday until the road is fixed and grant them compensatory time off for weekend duty.

Prioritize securing the school facilities and resources from further damage and coordinate with the DepEd Division Office for the road repair schedule.

Formulate a flexible, inclusive Alternative Delivery Mode (ADM) plan, pre-identify Temporary Learning Spaces (TLS) in the affected communities, and re-deploy teachers as community facilitators.

Instruct the SDRRM Team to coordinate with the LGU to transport the affected learners via an alternative but riskier route, to resume face-to-face classes immediately.

67.

The principal of Masipag National High School is concerned because the school's National Achievement Test (NAT) scores in Science are stagnant, and student engagement is visibly low. Teachers admit that the current Science curriculum is too theoretical and detached from the community's primary industry, which is fishing and aquaculture. The principal's needs to work on how to transform the Science curriculum to be immediately relevant and sustainable for future relevance. What is the most effective action the principal should take to address this issue?

Institute a school-community partnership for teachers to co-develop a localized, standards-based curriculum guide that uses the fishing industry as a unifying context for all Science lessons.

Conduct a focused Learning Action Cell (LAC) session where Science teachers revise their daily lesson plans, integrating relevant local fishing data and examples into the existing learning competencies.

Instruct the Master Teacher to prepare a collection of locally sourced instructional materials (IMs) related to fishing and require all Science teachers to use them in their next unit.

Organize a team to research best practices from other regions with high NAT results and mandate their full adoption by the Science department next month.

68.

The Division Office recently reinforced a policy requiring enhanced use of Mother Tongue (MT) in the early grades, but teachers express difficulty contextualizing Math and Science standards using the specific, technical vocabulary of the local indigenous language. The focus is on how to facilitate the application of learning standards using the learners’ linguistic background when appropriate technical terms are lacking. Faced with this challenge, what is the principal's most forward-thinking and effective leadership decision to ensure the curriculum is relevant to the learners’ linguistic background?

Organize an inter-departmental research team (MT, Math, Science teachers) to standardize a glossary of technical terms in the local language, ensuring consistent and linguistically appropriate curriculum implementation across subjects and grade levels.

Convene the MT and grade-level teachers to collaboratively translate and contextualize the specific learning standards in Math and Science, and implement a peer-coaching schedule for language use to minimize the extent of the problem in the future

Instruct all teachers to prioritize the use of visual aids and non-verbal communication in teaching complex concepts to minimize the immediate reliance on technical language in the Mother Tongue.

Request a division-level seminar from the Curriculum Implementation Division (CID) on the K-12 policy on Mother Tongue to reinforce compliance among the faculty.

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