It mandates that schools follow the national curriculum without modifications.

It emphasizes that governance in basic education should be implemented at the school, division, and regional levels to fit local needs.

It centralizes all curriculum decisions at the DepEd national office.

It limits school leaders from contextualizing curriculum materials.

It makes learning more relevant, meaningful, and aligned with the local setting.

It allows schools to modify the national curriculum according to their preferences.

It replaces standardized competencies with locally created content.

It eliminates the need for teachers to follow national learning standards.

Localization integrates local materials and experiences, while indigenization enhances competencies based on cultural and historical contexts.

Indigenization applies only to indigenous communities, while localization applies to all schools.

Localization modifies learning standards, while indigenization replaces them with traditional knowledge.

Indigenization focuses only on language, while localization applies to all subjects.

Teaching only in the local dialect without considering national standards

Replacing the K to 12 curriculum with lessons based on community traditions

Using standardized materials without modifications for diverse learners

Using examples and resources from the students' immediate community to explain concepts

By allowing them to create their own curriculum independent of national guidelines

By providing professional development, instructional materials, and opportunities for collaboration

By requiring them to strictly follow textbooks without modifications

By limiting contextualization efforts to language subjects only

Using a textbook-based lesson with predefined fraction examples

Incorporating cultural practices, such as dividing harvest shares in the community, to explain fractions

Asking students to memorize fraction operations without applying them to real-life scenarios

Using foreign examples without linking them to local experiences

To evaluate curriculum effectiveness and determine areas for improvement based on student needs and local context

To replace national learning competencies with locally developed standards

To ensure that all schools teach identical lessons without considering community differences

To allow school heads to change the curriculum without consulting teachers

It increases student engagement, comprehension, and application of knowledge by making lessons more relatable.

It allows teachers to skip certain topics if students are not interested.

It standardizes all learning experiences without considering diverse backgrounds.

It eliminates the need for national assessments by focusing only on local issues.

Ensuring that teachers align their lessons with local realities while maintaining DepEd learning standards

Replacing standardized lesson plans with completely new ones created by teachers

Restricting contextualization to cultural subjects only

Allowing only senior teachers to apply contextualized learning strategies

DO 42, s. 2017

DO 21, s. 2019

DO 13, s. 2015

DO 50, s. 2018

Beginning, Developing, Proficient, Expert

Novice, Intermediate, Advanced, Master

Beginning, Proficient, Highly Proficient, Distinguished

Teacher I, Teacher II, Teacher III, Master Teacher

Content Knowledge and Pedagogy

Community Linkages and Professional Engagement

Learning Strategies and Techniques

Personal Growth and Professional Development

To evaluate teachers for promotions

To determine student performance levels

To set professional expectations for teachers

To regulate school administration

Encourages passive absorption of knowledge

Provides direct instruction without student participation

Engages students in hands-on, experiential learning

Focuses solely on teacher-directed lectures

It provides financial support for teaching resources

It guides teachers in meeting professional expectations

It replaces the need for classroom observations

It focuses only on school leadership development

Conducting random teacher evaluations

Organizing a workshop on guided inquiry methods

Replacing traditional methods with online learning

Reducing the number of lesson observations

Traditional lecture-based teaching

Inquiry-based and collaborative learning

Rote memorization techniques

Teacher-centered instruction

Assigning strict performance targets without support

Providing constructive feedback and technical assistance

Letting teachers figure out challenges independently

Implementing standardized lesson plans without flexibility

Guidelines on teacher discipline and termination procedures

Rules for salary adjustments based on feedback

Alignment of teacher performance feedback with Philippine Professional Standards for Teachers

The elimination of performance reviews in schools

I, II, III

II, III, IV

III, IV, V

I, IV, V

To discipline teachers based on their mistakes

To promote a culture of performance excellence and growth

To compare teachers' effectiveness within the organization

To focus on administrative compliance

I, II, III, IV

II, III, IV, I

III, IV, I, II

IV, I, II, III

Development Plan Form

Classroom Observation Tool (COT)

Employee Satisfaction Assessment Tool (ESAT)

Individual Performance Commitment and Review Form (IPCRF)

Identifies and corrects behavior that does not contribute to organizational goals

Highlights and encourages job-related behaviors that support individual and group goals

Ensures that employees receive punishment for poor performance

Provides vague suggestions to improve employee satisfaction

Maintaining or enhancing self-esteem

Providing support while removing responsibility

Listening and responding with empathy

Encouraging involvement and ownership

DO 44, s. 2015

D) 7, 2023

DO 36, s. 2016

DO 8, s. 2019

25 out of 28 Always Observed in the Report Card

24 out of 28 Always Observed in the Report Card

23 out of 28 Always Observed in the Report Card

22 out of 28 Always Observed in the Report Card

In the Recognition, the Grade 11 student with the most services rendered in the school who is the highest student officer

Grade 6 pupil determined by the PRAISE to be deserving

Grade 10 who serves as Club President but passed the criteria set

Grade 12 SSLG President whose portfolio is exemplary

The most valuable player during the School Intramurals and have earned several gold medals

The Grade 5 bronze medalist during the District Meet.

The Grade 11 student who got Gold in the Palarong Pambansa

The Grade 6 pupil who won 3rd Place in the District Meet with only 3 Players

To serve as a checklist of topics to cover

To define what students should know, be able to do, or value after a course/program

To replace traditional assessments

To evaluate teacher performance only

Helps teachers make decisions about selecting content

Ensures assessments accurately measure student learning

Guarantees all students achieve high scores

Helps students identify what they need to do to succeed

They are vague and subjective

They specify measurable actions students should be able to perform

They focus on teacher effectiveness rather than student progress

They apply only to standardized testing scenarios

Prestructural

Unistructural

Relational

Extended Abstract

Multistructural

Unistructural

Prestructural

Relational

Students memorize facts but fail to apply them

Students apply knowledge to new contexts and generate hypotheses

Students struggle to relate different concepts

Students rely only on given examples without deeper analysis

Performance Indicators are broad goals, while Learning Outcomes are specific actions

Learning Outcomes set the goals, while Performance Indicators measure specific achievements

Learning Outcomes focus on teaching methods, while Performance Indicators focus on curriculum design

Performance Indicators replace the need for Learning Outcomes

Focus only on knowledge-based outcomes

Consult action verbs that are observable and measurable

Use vague terms to allow broad interpretations

Prioritize learning activities over outcome clarity

DepEd Order No. 31, s. 2020

DepEd Order No. 42, s. 2017

DepEd Order No. 08, s. 2015

DepEd Order No. 50, s. 2021

Assessment should be strictly quantitative

Assessment should be holistic and authentic in capturing MELCs

Assessment should only focus on standardized testing

Assessment should be teacher-centered

Assessment for Learning

Assessment as Learning

Assessment of Learning

Assessment by Learning

MELC-aligned

Practical and manageable for both teachers and learners

Focused on quantitative grading

Fair, inclusive, and equitable

Book/article review and essays

Technical drawing output

Probability experiments

Skills demonstration

Involves children's families and the community

Inclusive, gender-sensitive, and non-discriminating

Focused on teacher convenience

Effective with children

School principals, teachers, parents, families, and community institutions

Community institutions only

Parents and families only

School principals and teachers only

A school where children are responsible for their own learning with minimal teacher intervention

A school that prioritizes standardized testing over holistic education

A school where only academic performance is valued

A school that ensures all children, regardless of gender or background, are given equal learning opportunities

Raising teacher morale and motivation

Encouraging children's participation in school and community

Eliminating the role of parents in the learning process

Ensuring children's academic success

Providing different learning standards based on gender

Integrating principles of gender equality, non-discrimination, and human rights in education

Promoting gender-based discrimination

Restricting discussions on gender equality in schools

To assign students to career tracks based on their grades and academic performance.

To support students in exploring career options and making well-informed decisions about their future.

To ensure all students pursue courses aligned with in-demand jobs.

To provide students with a fixed career pathway based on a standardized aptitude test.

Career awareness is about gaining exposure to job options, while career guidance involves structured decision-making support.

Career guidance is only applicable to students, while career awareness is for working professionals.

Career awareness is based on personal opinions, while career guidance is strictly policy-driven.

Career guidance eliminates the need for students to explore different career fields.

Encourage the student to prioritize financial security over personal interests.

Help the student evaluate work values, long-term goals, and potential job satisfaction.

Recommend following societal expectations to ensure career stability.

Advise the student to select a career with minimal challenges.

To expose students to potential careers and help them make informed career decisions.

To convince students to choose high-demand professions regardless of personal interest.

To provide students with part-time employment opportunities.

To match students directly with a job immediately after high school.

By helping students reflect on their strengths, interests, and long-term goals.

By limiting career options to those with high employment rates.

By discouraging students from exploring careers outside their academic track.

By making career decisions for students to reduce stress.

To ensure students follow strict regulations imposed by the school.

To prevent students from engaging in any form of socialization outside school grounds.

To create a learning environment that is safe, conducive, and aligned with the school's vision.

To implement uniform disciplinary measures across all educational institutions.

Republic Act 7610

Article 218, 220, 233 of the Family Code of the Philippines and PD 603

DepEd Order No. 40, s. 2012

The Philippine Constitution Article XV, Section 3(b)

By allowing schools to impose corporal punishment on students who misbehave.

By mandating schools to protect learners from abuse, violence, discrimination, and bullying.

By permitting school heads to decide on discipline policies without external consultation.

By ensuring that all learners follow a strict dress code to promote discipline.

To enforce disciplinary actions based solely on their personal judgment.

To maintain a learning environment that is conducive to teaching and learning.

To delegate all disciplinary matters to teachers and guidance counselors.

To suspend students indefinitely for minor infractions.

To conduct investigations and impose sanctions against students.

To ensure that learners are aware of their responsibilities and punishments.

To draft child protection policies, provide interventions, and promote child welfare.

To assist school heads in enforcing stricter discipline policies.

To develop and implement strict disciplinary measures without parental involvement.

To ensure compliance with child protection policies and promote positive discipline.

To impose suspensions and expulsions without due process.

To focus solely on academic performance and not on behavioral issues.

By listing offenses that allow schools to expel students without prior notice.

By ensuring that students follow school rules strictly under threat of punishment.

By safeguarding children against abuse, exploitation, neglect, and discrimination.

By requiring teachers to monitor students at all times, even outside school premises.

By immediately expelling students involved in bullying without due process.

By organizing parent-teacher meetings and enforcing severe punishments.

By ensuring all cases are reported, investigated, and resolved through proper interventions.

By discouraging students from reporting bullying incidents to avoid conflicts.

III, V

III, IV

IV, V

V, VI

Talk to the bully and the bullied, then ensure they make mends.

Call the attention of the parents and ask for consultation.

Immediately report the case to the guidance counselor

Notify the School Head immediately and have him/ her do the next steps

Yes, because the decision for bullying cases rest with the school principal.

Yes, it was not just the action by the School Head but by the CPC.

For the instant matter, No, it requires that the SDS decide for the case.

For bullying cases, it should already be blottered and the PNP has jurisdiction to cases with 5 days suspension.

Write a letter to the parents of the involved learners and ask for a scheduled date to settle the matter

As an emergency, ask the guidance counselor to go to the residence of the involved learners.

Ask assistance from Barangay Officials to deliver the parents to attend to their children.

Constantly call the parents or if unattended make to leave a message.