This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This 3-unit course allows pre-service students to participate and assist in teaching-learning activities such as assessment, instructional material preparation, and classroom routines. Students are required to create a portfolio with lesson plans and do a demonstration teaching, and are encouraged to conduct an action research project. The course covers topics like the school environment, learner diversity, classroom management, the instructional cycle, and assessment. Students are evaluated based on their classroom performance and major exams, and must earn a 60% passing rate in professional and major subjects.
This document outlines the Philippine Professional Standards for Teachers. It discusses the 7 domains that define teacher quality in the Philippines, including content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development. It also describes 4 career stages for teachers - beginning teachers, proficient teachers, highly proficient teachers, and distinguished teachers - and provides indicators for each domain and strand for the different career stages. The overall document provides a framework for teacher standards and professional development in the Philippines.
This 3-unit course allows pre-service students to participate and assist in teaching-learning activities such as assessment, instructional material preparation, and classroom routines. Students are required to create a portfolio with lesson plans and do a demonstration teaching, and are encouraged to conduct an action research project. The course covers topics like the school environment, learner diversity, classroom management, the instructional cycle, and assessment. Students are evaluated based on their classroom performance and major exams, and must earn a 60% passing rate in professional and major subjects.
There are three key points summarized:
1) Bloom's taxonomy outlines six levels of cognitive learning - remembering, understanding, applying, analyzing, evaluating, and creating. Certain verbs are appropriate for assessing each level.
2) Kendall and Manzano's new taxonomy has three domains - information, mental procedures, and psychomotor procedures - that are processed through six levels including retrieval, comprehension, analysis, knowledge utilization, metacognitive systems, and self-systems.
3) Both taxonomies aim to classify learning objectives and assessment according to increasing complexity, though Kendall and Manzano's model divides domains and levels more distinctly.
Field study courses provide students practical learning experiences in actual school settings to observe, experience, and reflect on the teaching-learning process, with the intended outcomes being the competencies students will develop to become effective teachers as outlined in frameworks like the Competency Framework for Southeast Asian Teachers of the 21st Century. Students will participate in field experiences using Kolb's experiential learning model of exposure, participation, identification, internalization, and dissemination, observing classrooms, analyzing the experience, and reflecting on their learning.
The document provides new guidelines for pre-service teachers taking field study and teaching internship courses amidst the COVID-19 pandemic. It outlines roles and responsibilities of stakeholders including teacher education institutions, cooperating schools, resource and cooperating teachers. It also details delivery of experiential learning courses through new normal learning modalities that are experiential, developmental through coaching and mentoring, and aligned with learning continuity plans and most essential learning competencies. Pre-service teachers will undertake modified tasks compatible with health and safety protocols while still preparing them to teach in the post-pandemic new normal environment.
This document discusses three domains of knowledge according to Kendall and Manzano: information (facts, concepts), mental procedures (processes like writing a paper), and psychomotor/physical procedures (skills like playing basketball). It also discusses Bloom's three domains of learning activities: cognitive (knowledge), psychomotor (skills), and affective (values, attitudes). Examples are provided for each domain. The document describes an observation sheet for a teacher to analyze lessons based on focusing on one or more of the domains. It prompts reflection on making teaching more meaningful by combining domains.
Bloom's Taxonomy of Cognitive Levels [Revised].docxsheiryanna
Bloom's Taxonomy defines six levels of cognitive skills that progress from basic recall to more complex critical thinking. The levels are remembering, understanding, applying, analyzing, evaluating, and creating. Questions and assignments at lower levels require basic recall or comprehension, while higher levels involve breaking down information, making judgments, and generating new ideas or solutions. Knowing the cognitive levels can help students perform better by including analysis, synthesis or evaluation in their work instead of just simple recall of facts. Studying the definitions and sample verbs for each level will promote more creative and deeper understanding of subjects.
The document outlines an interview guide for conducting interviews with 3 resource teachers and students about their experiences with modular distance learning during the COVID-19 pandemic. The guides include 11 questions for teachers on how their school delivers distance learning, the hardest parts, how students have adapted, workload, concerns, what they miss about in-person teaching, support from coworkers, stress levels, and responses from students. The student guide has 10 similar questions on distance learning delivery, internet/device access, hardest parts, adaptation, problems, what they miss about school, and stress levels.
The annual implementation plan for Socorro National High School outlines 4 projects for the 2020-2021 school year. The MINE project aimed to maximize student enrollment and had a 90% implementation rate. The RISE project focused on refurbishing and improving the school environment. The RIDER project provided reading interventions to develop excellent readers. Finally, the DEAL project aimed to develop academic excellence among students with special needs. The principal and district supervisor signed off on the implementation plan.
This document is a revised health and nutrition center form collecting personal information, medical history, and results of a physical examination, laboratory tests, diagnosis, and treatment plan for a patient. It includes sections for the patient's name, date of birth, place of birth, civil status, occupation, age, weight, height, temperature, and blood pressure. Examination findings are reported for the skin, ears nose and throat, chest, heart, lungs, abdomen, genitourinary tract, extremities, and central nervous system. Laboratory tests include chest x-ray, urinalysis, fecalysis, and other exams. The form concludes with the diagnosis, treatment, and any remarks.
This document is a progress report for a Re-Entry Action Plan (REAP). It provides details on the plan's status, achievements, challenges, and lessons learned. The report indicates that the REAP is ongoing but over 50% completed. While facing difficulties, the plan has helped beneficiaries and achieved some intended and unintended outcomes so far. The experience has provided the author with significant lessons.
This document is a status report log template for monitoring the implementation of a REAP (Remedial Education Assistance Program) by teachers and scholars. It collects the name and division of the submitting officer, identifies the quarter being reported, and includes tables to list teachers and scholars in the REAP program along with the status of implementation for each, any issues or concerns, and whether those issues have been resolved.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
The document appears to be a corrected copy of some other document. No other details are provided in the single line of text. The purpose and content of the original or corrected document cannot be determined from the limited information given.
1) The document provides tools and guidelines for COVID-19 monitoring in schools, including health declaration forms, daily monitoring logs, referral procedures, and reporting templates.
2) Key tools include classroom daily health monitoring logs to track student symptoms, a clinic logsheet to record cases at the clinic, and a school head summary template to track the health status of students and personnel.
3) The referral process outlines steps for teachers to report symptomatic students to the clinic, for the clinic to assess students and contact doctors for instructions, and for students to be sent home, to health facilities, or reported to local health teams as needed.
The document proposes sample timetables for a pilot face-to-face learning modality for kindergarten to grade 6 and junior high school. For kindergarten to grade 3, it outlines suggested arrival, break, and dismissal times. It also provides a sample weekly schedule for kindergarten classes alternating between face-to-face and modular learning. For grades 1-3 and 4-6, it outlines sample daily schedules dividing the school day into various subjects. For junior high school, it proposes either limited face-to-face classes one week per month or daily face-to-face classes, and provides sample daily schedules for grades 7-10 dividing the school day into subjects for both face-to-face and
Schools are instructed to arrange student desks with at least one meter distance between them, facing the same direction in rows. Desks should be arranged to maximize space and ensure physical distancing. Schools are also advised to consider outdoor classes or alternate classroom arrangements if physical distancing cannot be achieved indoors.
The document provides sample timetables for a proposed pilot face-to-face (F2F) learning modality for kindergarten to grade 6. It includes suggested arrival, break, and dismissal times for different grade levels. For kindergarten, it suggests alternating weekly between F2F and modular learning for two classes. The timetables provide details of daily class schedules, including subject times. They also provide an option for limited weekly alternating F2F and distance learning for junior high school grades 7-10, with sample daily schedules for F2F and distance learning days.
This sample health form requires an individual to declare that no one in their household has been a close contact or suspected, probable or confirmed case of COVID-19 in the past 14 days. The individual must also affirm that no one in their household is experiencing any symptoms related to COVID-19 such as fever, cough, difficulty breathing, sore throat, diarrhea, fatigue, headache, loss of taste or smell, or body pains. The form certifies that the information provided is true and acknowledges that falsified responses could have serious consequences, and that personal information on the form is protected and will be destroyed after 20 days.
The school safety assessment tool is used to evaluate schools' readiness for limited face-to-face learning during COVID-19. It addresses managing operations, teaching and learning, and learner well-being. Schools must meet all indicators in multiple categories to be eligible, including having COVID-19 prevention protocols, alternative work arrangements for teachers, classroom safety measures, and contingency plans for possible lockdowns. The tool aims to ensure schools can safely reopen while protecting student and staff health.
Learning Action Cell (LAC) can be represented by many objects because it brings teachers together to collaborate, share ideas and expertise, and find solutions to challenges in teaching and learning. Some examples provided include:
- A table, where teachers from different areas can come together to discuss issues and support each other.
- Umbrella or scaffolding, providing support to teachers.
- Tools like a hammer or wrench, working together to "fix" problems.
- A circle or cycle, with learning and collaboration that has no end.
There are three key points summarized:
1) Bloom's taxonomy outlines six levels of cognitive learning - remembering, understanding, applying, analyzing, evaluating, and creating. Certain verbs are appropriate for assessing each level.
2) Kendall and Manzano's new taxonomy has three domains - information, mental procedures, and psychomotor procedures - that are processed through six levels including retrieval, comprehension, analysis, knowledge utilization, metacognitive systems, and self-systems.
3) Both taxonomies aim to classify learning objectives and assessment according to increasing complexity, though Kendall and Manzano's model divides domains and levels more distinctly.
Field study courses provide students practical learning experiences in actual school settings to observe, experience, and reflect on the teaching-learning process, with the intended outcomes being the competencies students will develop to become effective teachers as outlined in frameworks like the Competency Framework for Southeast Asian Teachers of the 21st Century. Students will participate in field experiences using Kolb's experiential learning model of exposure, participation, identification, internalization, and dissemination, observing classrooms, analyzing the experience, and reflecting on their learning.
The document provides new guidelines for pre-service teachers taking field study and teaching internship courses amidst the COVID-19 pandemic. It outlines roles and responsibilities of stakeholders including teacher education institutions, cooperating schools, resource and cooperating teachers. It also details delivery of experiential learning courses through new normal learning modalities that are experiential, developmental through coaching and mentoring, and aligned with learning continuity plans and most essential learning competencies. Pre-service teachers will undertake modified tasks compatible with health and safety protocols while still preparing them to teach in the post-pandemic new normal environment.
This document discusses three domains of knowledge according to Kendall and Manzano: information (facts, concepts), mental procedures (processes like writing a paper), and psychomotor/physical procedures (skills like playing basketball). It also discusses Bloom's three domains of learning activities: cognitive (knowledge), psychomotor (skills), and affective (values, attitudes). Examples are provided for each domain. The document describes an observation sheet for a teacher to analyze lessons based on focusing on one or more of the domains. It prompts reflection on making teaching more meaningful by combining domains.
Bloom's Taxonomy of Cognitive Levels [Revised].docxsheiryanna
Bloom's Taxonomy defines six levels of cognitive skills that progress from basic recall to more complex critical thinking. The levels are remembering, understanding, applying, analyzing, evaluating, and creating. Questions and assignments at lower levels require basic recall or comprehension, while higher levels involve breaking down information, making judgments, and generating new ideas or solutions. Knowing the cognitive levels can help students perform better by including analysis, synthesis or evaluation in their work instead of just simple recall of facts. Studying the definitions and sample verbs for each level will promote more creative and deeper understanding of subjects.
The document outlines an interview guide for conducting interviews with 3 resource teachers and students about their experiences with modular distance learning during the COVID-19 pandemic. The guides include 11 questions for teachers on how their school delivers distance learning, the hardest parts, how students have adapted, workload, concerns, what they miss about in-person teaching, support from coworkers, stress levels, and responses from students. The student guide has 10 similar questions on distance learning delivery, internet/device access, hardest parts, adaptation, problems, what they miss about school, and stress levels.
The annual implementation plan for Socorro National High School outlines 4 projects for the 2020-2021 school year. The MINE project aimed to maximize student enrollment and had a 90% implementation rate. The RISE project focused on refurbishing and improving the school environment. The RIDER project provided reading interventions to develop excellent readers. Finally, the DEAL project aimed to develop academic excellence among students with special needs. The principal and district supervisor signed off on the implementation plan.
This document is a revised health and nutrition center form collecting personal information, medical history, and results of a physical examination, laboratory tests, diagnosis, and treatment plan for a patient. It includes sections for the patient's name, date of birth, place of birth, civil status, occupation, age, weight, height, temperature, and blood pressure. Examination findings are reported for the skin, ears nose and throat, chest, heart, lungs, abdomen, genitourinary tract, extremities, and central nervous system. Laboratory tests include chest x-ray, urinalysis, fecalysis, and other exams. The form concludes with the diagnosis, treatment, and any remarks.
This document is a progress report for a Re-Entry Action Plan (REAP). It provides details on the plan's status, achievements, challenges, and lessons learned. The report indicates that the REAP is ongoing but over 50% completed. While facing difficulties, the plan has helped beneficiaries and achieved some intended and unintended outcomes so far. The experience has provided the author with significant lessons.
This document is a status report log template for monitoring the implementation of a REAP (Remedial Education Assistance Program) by teachers and scholars. It collects the name and division of the submitting officer, identifies the quarter being reported, and includes tables to list teachers and scholars in the REAP program along with the status of implementation for each, any issues or concerns, and whether those issues have been resolved.
Sheila Jane D. Lasala commits to supporting the Department of Education's efforts to provide continuous learning and training grants to teachers to improve efficiency. She pledges to uphold integrity as a member of the DepEd Caraga Scholars Circle and share what she learns with others. She will implement re-entry plans upon returning from training and mentor colleagues to successfully implement programs in their schools.
The document appears to be a corrected copy of some other document. No other details are provided in the single line of text. The purpose and content of the original or corrected document cannot be determined from the limited information given.
1) The document provides tools and guidelines for COVID-19 monitoring in schools, including health declaration forms, daily monitoring logs, referral procedures, and reporting templates.
2) Key tools include classroom daily health monitoring logs to track student symptoms, a clinic logsheet to record cases at the clinic, and a school head summary template to track the health status of students and personnel.
3) The referral process outlines steps for teachers to report symptomatic students to the clinic, for the clinic to assess students and contact doctors for instructions, and for students to be sent home, to health facilities, or reported to local health teams as needed.
The document proposes sample timetables for a pilot face-to-face learning modality for kindergarten to grade 6 and junior high school. For kindergarten to grade 3, it outlines suggested arrival, break, and dismissal times. It also provides a sample weekly schedule for kindergarten classes alternating between face-to-face and modular learning. For grades 1-3 and 4-6, it outlines sample daily schedules dividing the school day into various subjects. For junior high school, it proposes either limited face-to-face classes one week per month or daily face-to-face classes, and provides sample daily schedules for grades 7-10 dividing the school day into subjects for both face-to-face and
Schools are instructed to arrange student desks with at least one meter distance between them, facing the same direction in rows. Desks should be arranged to maximize space and ensure physical distancing. Schools are also advised to consider outdoor classes or alternate classroom arrangements if physical distancing cannot be achieved indoors.
The document provides sample timetables for a proposed pilot face-to-face (F2F) learning modality for kindergarten to grade 6. It includes suggested arrival, break, and dismissal times for different grade levels. For kindergarten, it suggests alternating weekly between F2F and modular learning for two classes. The timetables provide details of daily class schedules, including subject times. They also provide an option for limited weekly alternating F2F and distance learning for junior high school grades 7-10, with sample daily schedules for F2F and distance learning days.
This sample health form requires an individual to declare that no one in their household has been a close contact or suspected, probable or confirmed case of COVID-19 in the past 14 days. The individual must also affirm that no one in their household is experiencing any symptoms related to COVID-19 such as fever, cough, difficulty breathing, sore throat, diarrhea, fatigue, headache, loss of taste or smell, or body pains. The form certifies that the information provided is true and acknowledges that falsified responses could have serious consequences, and that personal information on the form is protected and will be destroyed after 20 days.
The school safety assessment tool is used to evaluate schools' readiness for limited face-to-face learning during COVID-19. It addresses managing operations, teaching and learning, and learner well-being. Schools must meet all indicators in multiple categories to be eligible, including having COVID-19 prevention protocols, alternative work arrangements for teachers, classroom safety measures, and contingency plans for possible lockdowns. The tool aims to ensure schools can safely reopen while protecting student and staff health.
Learning Action Cell (LAC) can be represented by many objects because it brings teachers together to collaborate, share ideas and expertise, and find solutions to challenges in teaching and learning. Some examples provided include:
- A table, where teachers from different areas can come together to discuss issues and support each other.
- Umbrella or scaffolding, providing support to teachers.
- Tools like a hammer or wrench, working together to "fix" problems.
- A circle or cycle, with learning and collaboration that has no end.
1. Annex C: Parental Consent and Waiver Form
NOTE: The comments and inputs of Legal Affairs are confined only to the legal aspects of this document, and exclude from their
coverage the medical, technical, operational, policy and ethical aspects of the document.
PILOT IMPLEMENTATION OF FACE-TO-FACE CLASSES
The [NAME OF SCHOOL] recently underwent a location risk assessment and school safety assessment, and has received approval
from the Department of Education and Department of Health to conduct face-to-face classes. This affirms that our school is compliant
with the minimum public health standards set by the government.
In light of this, the [NAME OF SCHOOL] will participate in the pilot implementation of face-to-face classes. This activity aims to
further develop strategies, understand key considerations of stakeholders, and identify resources required for the effective and efficient
transition of learners from distance learning to expanded face-to-face classes.
This activity will be conducted for a maximum of two months in schools that were carefully selected to be in areas classified as minimal
risk from COVID-19 and can offer diverse perspectives based on their local context and best practices.
DURATION
The pilot face-to-face classes will be held from [START DATE] to [END DATE] every [DAYS e.g. Monday, Wednesday], from
[START TIME] to [END TIME].
BENEFITS
This activity will address difficulties of learners in learning independently through pure distance learning and lack of access to
technology and household resources. Moreover, our learners will benefit in the future from the information from this activity.
CONFIDENTIALITY
Any information that will be given during the activity will be kept strictly confidential, and personal information will be treated in
accordance with the Data Privacy Act of 2012. Be assured that information about you or your child will not be shared outside of the
implementation team. The participant’s name will not be used when data from this activity will be analyzed.
VOLUNTARY PARTICIPATION
Participation in this activity is voluntary. You or your child may decline to participate or to withdraw from participation at any time for
any reason. Declining or withdrawal of participation will not result to any penalty, or loss of benefits or reduction of any basic right to
which your child is entitled.
If you or your child decide to withdraw participation, kindly inform the teacher adviser of your child.
EXCLUSION (LIMITATIONS/INELIGIBILITY)
In accordance with the health and safety protocols, children with existing comorbidities should NOT participate in the Pilot
Implementation of Limited Face-to-Face Learning Modality.
Children who tested positive of COVID-19 or who have household members who tested positive of COVID-19 shall follow the required
quarantine period consistent with the latest national guidelines on Return to School / Work Policies and as provided in Section 7.4.6
Strategy to Reintegrate of the Guidelines and must be cleared by a licensed medical doctor before they may participate. The same applies
to children who tested positive during the actual implementation.
Parents/guardians shall sign a health form at the beginning of each school term confirming that their child and/or any member of their
household is not considered as a close contact, suspect, probable, or confirmed COVID-19 case in the past fourteen (14) days, and does
not experience any symptoms related to COVID-19 such as, but not limited to, fever or chills, cough, shortness of breath or difficulty
breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat, congestion or runny nose, nausea, vomiting, and
diarrhea before being permitted to participate in the limited face-to-face classes.
RISKS, CONSENT AND WAIVER
As the parent or legal guardian of ______________________, I hereby acknowledge that I have been informed of the details of the
conduct of Pilot Implementation of Face-to-Face Learning Modality.
I understand that [NAME OF SCHOOL] shall implement the minimum public health standards set by the government to minimize
risk of the spread of COVID-19, but it cannot guarantee that my child will not become infected with COVID-19, given that COVID-19
is highly contagious.
2. Annex C: Parental Consent and Waiver Form
I understand that my child/ren’s in-person attendance in school will include associating with teachers, fellow learners and school
personnel, and other persons inside and outside of the school that may put my child at risk of COVID-19 transmission, notwithstanding
the precautions undertaken by the school.
I acknowledge that my child/ren’s participation in this activity is completely voluntary. While there remains the risk of possible COVID-
19 transmission to my child/ren, and to the members of my household, I freely assume the said risk and I permit my child/ren to attend
school under this activity.
I am aware that symptoms of COVID-19 include, but are not limited to, fever or chills, cough, shortness of breath or difficulty breathing,
fatigue, muscle or body aches, headache, new loss of taste or smell, sore throat, congestion or runny nose, nausea, vomiting, and diarrhea.
I confirm that my child/ren currently has none of those symptoms, and is in good health. I will not allow my child/ren to physically go
to school to attend classes if my child/ren or any member of my household develops any of the said symptoms or any other symptoms
of illness that may or may not be related to COVID-19. I will also inform the school and not allow my child/ren to attend face-to-face
classes if my child/ren or any of my household members tests positive for COVID-19. My child/ren and I, with my household members,
will follow the required health and safety protocols and procedures adopted by the school and our community.
To the extent allowed by law and rules, I hereby agree to waive, release, and discharge any and all claims, causes of action, damages,
and rights against the school and its personnel as well as officials and personnel of the Department of Education relative to the conduct
of the activity.
With full understanding, I – on behalf of myself, my household members, and my child/ren – hereby freely and voluntarily give my
consent to my child/ren’s participation in the activity from [START DATE] to [END DATE]. I also attest that I had sought the views
of my child/ren and he/she has expressed willingness to participate in the activity.
CONTACT DETAILS FOR QUESTIONS OR PROBLEMS
For any concern or clarification, you may contact Policy Research and Development Division-Planning Service through email address
ps.prd@deped.gov.ph.
Signature of Parent / Guardian over Printed Name: Contact Details:
Name of Child/ren: Date:
* Please submit this form to your child’s adviser prior to the conduct of face-to-face classes.
3. Annex C: Parental Consent and Waiver Form
PAUNANG IMPLEMENTASYON NG HARAPANG PAGKAKLASE
(PILOT IMPLEMENTATION OF FACE-TO-FACE CLASSES)
Kamakailan lamang ay sumailalim ang [PANGALAN NG PAARALAN] sa location risk assessment at school safety assessment at
naaprubahang magsagawa ng harapang pagkaklase (face-to-face classes) ng Kagawaran ng Edukasyon at ng Kagawaran ng Kalusugan.
Ito ay nagpapatunay na ang aming paaralan ay sumusunod sa pampublikong pamantayang pangkalusugan (minimum public health
standards) na itinakda ng pamahalaan.
Kaugnay nito, ang [PANGALAN NG PAARALAN] ay lalahok sa paunang implementasyon ng harapang pagkaklase. Ang gawaing
ito ay naglalayong paunlarin ang mga estratehiya, maunawaan ang mahahalagang konsiderasyon ng mga stakeholder, at matukoy ang
mga kagamitang kinakailangan para sa mabisa at mahusay na transisyon ng mga mag-aaral mula sa distance learning patungo sa mas
malawak na pagpapatupad ng harapang pagkaklase (expanded face-to-face classes).
Isasagawa ang gawaing ito nang hindi lalampas sa dalawang buwan sa mga paaralang maingat na pinili sa mga lugar na tinukoy na may
pinakamababang panganib sa COVID-19 at makapagbibigay ng iba’t ibang pananaw batay sa kanilang lokal na konteksto at
pinakamahuhusay na pamamaraan.
DURASYON/ITINAKDANG HABA NG PANAHON NG IMPLEMENTASYON
Ang harapang pagkaklase ay isasagawa simula [PETSA NG SIMULA] hanggang [PETSA NG PAGTATAPOS] tuwing [MGA
ARAW hal. Lunes, Miyerkules], sa ganap na [ORAS NG SIMULA] hanggang [ORAS NG PAGTATAPOS].
MGA BENEPISYO
Tutugunan ng gawaing ito ang mga suliranin ng mga mag-aaral sa sariling pagkatuto at kakulangan sa magagamit na teknolohiya at mga
kagamitan sa bahay. Dagdag pa rito, makikinabang sa hinaharap ang ating mga mag-aaral mula sa impormasyong makakalap sa gawaing
ito.
PAGKAKUMPIDENSIYAL
Anumang impormasyong ibibigay habang isinasagawa ang gawaing ito ay pananatilihing kumpidensiyal, at ang personal na
impormasyon ay gagamitin nang naayon sa Data Privacy Act of 2012. Makatitiyak na ang mga impormasyon tungkol sa iyo at sa iyong
anak ay hindi ilalabas ng implementation team. Ang pangalan ng kalahok ay hindi gagamitin sa pagsusuri ng mga datos sa gawaing ito.
BOLUNTARYONG PAGLAHOK
Boluntaryo ang paglahok sa gawaing ito. Ikaw at ang iyong anak ay maaaring tumanggi o umatras sa paglahok sa anumang oras sa
anumang dahilan. Ang pagtanggi o pag-atras sa gawaing ito ay hindi magkakaroon ng anumang parusa, o hindi mawawala ang anumang
benepisyong nararapat para sa iyong anak.
Kung napagpasyahan mo o ng iyong anak na umatras sa paglahok, mangyaring ipaalam sa gurong tagapayo (teacher adviser) ng iyong
anak.
MGA LIMITASYON/MGA HINDI MAAARING MAPILING LUMAHOK
Sang-ayon sa mga protokol na pangkalusugan at pangkaligtasan (health and safety protocols), HINDI pinahihintulutang lumahok ang
mga mag-aaral na may comorbidities sa Paunang Implementasyon ng Pamamaraang Harapang Pagkaklase.
Ang mga mag-aaral na nagpositibo sa COVID-19 o mayroong kasama sa bahay na nagpositibo sa COVID-19 ay mahigpit na susundin
ang quarantine period na naaayon sa mga alituntuning ipinatutupad sa buong bansa patungkol sa Return to School / Work Policies at sa
Seksyon 7.4.6 Strategy to Reintegrate ng Guidelines, at kailangang mabigyang pahintulot ng lisensyadong medikal na doktor na lumahok
sa gawaing ito. Ang mga alituntunin ding ito ang susundin ng isang batang magpopositibo sa COVID-19 habang isinasagawa na ang
gawaing ito.
Bago pahintulutan ang paglahok sa limitadong harapang pagkaklase, sasagot ng health form ang mga magulang o legal na tagapangalaga
bago magsimula ang harapang pagkaklase, na magpapatunay na ang kanyang anak at ang kanilang mga kasama sa bahay ay hindi close
contact, suspect, probable o confirmed COVID-19 case sa nakaraang labing-apat (14) na araw, at hindi nakararanas ng sintomas na
kaugnay ng COVID-19 kabilang na ang, ngunit hindi limitado sa, lagnat, pag-ubo, pangangapos ng hininga, pagkapagod, pananakit at
pagkirot ng katawaan o kalamnan, pagkawala ng panlasa o pang-amoy, pananakit ng lalamunan (sore throat), sipon o baradong ilong,
pagduduwal, pagsusuka, at pagtatae.
4. Annex C: Parental Consent and Waiver Form
MGA PANGANIB, PAGBIBIGAY NG PAHINTULOT (CONSENT) AT WAIVER
Pinatutunayan sa pamamagitan nito, na bilang magulang o legal na tagapangalaga ni/nina ____________________________ ay
ipinaalam sa akin ang mga detalye ng pagsasagawa ng Paunang Implementasyon ng Pamamaraang Harapang Pagkaklase.
Nauunawaan kong ipatutupad ng [PANGALAN NG PAARALAN] ang mga pampublikong pamantayang pangkalusugan na itinakda
ng pamahalaan, subalit hindi nito matitiyak na hindi mahahawahan ng COVID-19 ang aking anak, sapagkat lubhang nakahahawa ang
COVID-19.
Nauunawaan kong kabilang sa harapang pagdalo sa mga klase ng aking anak/mga anak ang pakikihalubilo sa mga guro, kamag-aral at
mga empleyado ng paaralan, at iba pang tao sa loob at labas ng paaralan na maaaring magdulot ng pagkahawa ng aking anak sa COVID-
19, sa kabila ng mga pag-iingat na isinasagawa ng paaralan.
Nauunawaan kong ganap na boluntaryo ang paglahok ng aking anak/mga anak sa gawaing ito. Bagamat nananatili ang posibilidad ng
pagkahawa sa COVID-19 ng aking anak/mga anak, at ng aming mga kasama sa bahay, tinatanggap ko ang mga kaakibat nitong panganib
(freely assume the risk) at pinahihintulutan kong lumahok ang aking anak/mga anak sa gawaing ito.
Batid ko ang mga sintomas ng COVID-19 kung saan kabilang ang, ngunit hindi limitado sa, lagnat, pag-ubo, pangangapos ng hininga,
pagkapagod, pananakit at pagkirot ng katawaan o kalamnan, pagkawala ng panlasa o pang-amoy, pananakit ng lalamunan (sore throat),
sipon o baradong ilong, pagduduwal, pagsusuka, at pagtatae.
Kinukumpirma ko na ang aking anak/mga anak ay wala ng mga nabanggit na sintomas, at kasalukuyang may mabuting kalusugan. Hindi
ko pahihintulutan ang aking anak/mga anak na harapang pumasok sa paaralan kung ang aking anak/mga anak o sinumang kasama sa
bahay ang makaranas ng mga nabanggit na sintomas o makaranas ng iba pang sintomas na maaaring may kaugnayan sa COVID-19.
Ipaaalam ko sa paaralan ang aming kundisyon at hindi ko pahihintulutang lumahok sa harapang klase ang aking anak/mga anak kung
siya/sila o sinumang kasama sa bahay ay magpositibo sa COVID-19. Ako, ang aking anak/mga anak at ang aming mga kasama sa bahay,
ay susunod sa mga protokol na pangkalusugan at pangkaligtasan at sa mga pamamaraang isinasagawa ng paaralan at ng aming
komunidad.
Sa hangganang pinahihintulutan sa ilalim ng batas at ng mga patakaran, sumasang-ayon ako na talikuran ang anumang paghahabla o
paghahabol at lubusan kong tinatalikuran ang anumang karapatan, paghahabol, anumang usapin o pagsasampa ng kaso laban sa paaralan,
mga empleyado at opisyal nito, at sa Kagawaran ng Edukasyon kaugnay sa pagpapatupad ng gawaing ito.
Dahil naunawaan ko ang lahat ng mga nabanggit, ipinapahayag ko - sa ngalan ng aking sarili, mga kasama sa aking bahay, at ng aking
anak - ang aking malaya at boluntaryong pagpapahintulot sa paglahok ng aking anak/mga anak sa gawaing ito simula [PETSA NG
SIMULA] hanggang [PETSA NG PAGTATAPOS]. Pinatototohanan kong sumangguni ako sa opinyon ng aking anak at nagpahayag
siya ng kanyang pagsang-ayon sa paglahok sa gawaing ito.
MGA DETALYENG MAAARING MAKONTAK PARA SA MGA TANONG O SULIRANIN
Para sa anumang tanong o paglilinaw, maaaring makipag-ugnayan sa Policy Research and Development Division-Planning Service sa
pamamagitan ng email address na ps.prd@deped.gov.ph.
Lagda ng Magulang/Tagapangalaga sa ibabaw ng Pangalan: Mga Detalyeng maaaring Matawagan/Makontak:
Pangalan ng Anak/mga Anak: Petsa:
*Mangyaring isumite ang dokumentong ito sa gurong tagapayo ng iyong anak/mga anak bago ang pagsasagawa ng harapang
pagkaklase.