Based on the DepEd School Contingency Plan Manual for the Implementation of Limited Face to Face, what should be the correct protocol for the school personnel?

Classes Scenario 2. A household member of a learner or school personnel is a confirmed case of COVID-19, The learner or personnel is not showing symptoms of COVID-19

I. If the identified close contact is a teacher, identify the substitute teacher who will conduct distance learning among the learners that the teacher is handling. The school may provide psychosocial support to the affected teacher if needed

II. Ensure that the personnel has completed the fourteen (14)-day quarantine, regardless of negative test result and vaccination status, before allowing him/her to return to school.

III. Advise the  personnel to return/remain at home.

IV. If the identified close contact is a teacher, only the class that the teacher is handling will be temporarily shifted back to distance learning until the teacher is allowed to return to school. 

Under the Clarificatory Guidelines on the Grant of Vacation Service Credits to Teachers in Light of the COVID-19 Pandemic, the maximum number of service credits can a teaching personnel avail is _________

Early Procurement Activity is applicable for Procurement Projects undertaken through Competitive Bidding and Alternative Methods of Procurement including shopping method

The following can be procured using the Special Education Fund based on Joint Circular #2 between DBM, DILG and DepEd in support to the BE-LCP

I. Smart Phones

II. Car batteries

III. Two way radio

IV. Hard Drives

In response to the appeal of the Department represented in the CSC Resolution No. 2100451 dated June 15, 2021, the CSC granted to allow the reappointment (renewal) of the provisional appointments issued to SHS teachers first hired in SY 2016-2017 and with existing provisional appointment for SY 2020-2021 for another school year (SY 2021-2022), subject to the following conditions

I. The affected provisional teachers could show proof that they have taken the LEPT at least once in the last three (3) years;

II. There are no qualified LEPT eligible applicants in the DepEd Registry of Qualified Applicants (RQA), as certified by the Schools Division Superintendent (SDS);

III. The provisional appointments may be terminated when qualified LEPT eligible applicants becomes available and willing to accept the appointments;

The SDO-HRMO shall be guided by the notation to be reflected in the face of the appointment paper of the affected SHS teacher under 5 year provisional status:

"Date of effectivity: to June 24, 2022 or the end of SY 2021-2022"

Pendency of administrative case against any employee shall not be a bar for promotion

An employee who was found guilty of administrative case and imposed with demotion, can not be promoted within two (2) years

CSC-DBM FORM 1 is also known as 

The following are considered Masters Degree Holder:

I. Graduate of Law

II. Graduate of Medicine

III. Career Executive Service Eligible

IV. Holder of Certificate of Leadership and Management

Appointee to teaching position under provisional status is subject to probationary period of not less than one (1) year 

In this domain, school heads are expected to provide technical assistance on instruction that relates to curriculum, practice, and performance. They should also create a learner-centered environment that ensures access to inclusive, excellent, relevant, and liberating education

School heads should have a complete understanding of schools’ current and desired states. They should support in executing various collaborative strategies with stakeholders to respond appropriately to the dynamic and rapidly evolving needs of schools.

In this domain, school heads are expected to reflect on their personal and professional development to enhance their practice in leading and developing people as they support their personnel’s professional development and welfare. They should provide others the means for development such as opportunities to learn, reflect, lead and progress in their profession

They possess skills in relating with, dealing with, and forging relationships with people. They should be able to build relationships with individuals and organizations anchored on mutual trust, honesty, openness, respect, and commitment towards sharing the same vision for the attainment of institutional goals.

This refers to Part IV of the Individual Performance Commitment and Review Form/Office Performance Commitment and Review Form in the Results-Based Performance Management System

This refers to enabling mechanisms for encouraging aspirations, developing potentials among learners, and guiding them toward any possible career paths in the future

Identify the Career Stage:

They demonstrate basic knowledge and understanding of the authority, responsibility, and accountability expected of school heads as described in the Philippine Professional Standards for School Heads.

Identify the Career Stage:

They maintain school effectiveness and people effectiveness by leading strategically, managing school operations and resources, focusing on teaching and learning, developing themselves and others, and building connections

Identify the Career Stage:

They empower the wider school community in the implementation of school policies, programs, projects, and activities towards school community transformation.

They commit to inspiring all school personnel and fellow school leaders to continuously pursue excellence and create a lifelong impact in the school and community

Identify the Career Stage:

School Heads consistently display in-depth knowledge and understanding of the authority, responsibility, and accountability expected of them as described in the Philippine Professional Standards for School Heads

The following strands are part of what PPSSH-Domain?

Management of school organizations

Inclusive practice

The following strands are part of what PPSSH-Domain?

Teacher performance feedback

Learner achievement and other performance indicators

Learning assessment

The following strands are part of what PPSSH-Domain?

Vision, mission and core values

School planning and implementation

Policy implementation and review

The following are the eligibility requirements for public schools to join the limited face to face learning modality:

I. located in minimal-risk areas based on criteria set by DOH

II. passed the school safety assessment using the School Safety Assessment  Tool (SSAT)

III. have expressed support from LGUs (Barangay, Municipality, City, Province)  in the form of a resolution or letter of support allowing them to participate in  face-to-face classes

IV. secured expressed support and consent of parents of students who WILL  participate in the reopening of face-to-face classes, in the form of a written  Consent Form

V. Willingness to submit a report on lessons and recommendations on a monthly basis  during the pilot implementation and quarterly for the expanded implementation of  face-to-face classes

The following are the requirement for learners who will join the limited face to face learning modality

I. Participation is voluntary with signed written consent from parent/guardian

II. Only learners from within the city/municipality where the school/learning center is located shall be considered

III. Can walk going to school, or, with regulated public transportation, or with available private transport

IV. Fully vaccinated 

V. Without existing comorbidities

Allowable maximum number of learners for TVL workshops and Science Lab in limited F2F classes

Allowable maximum number of learners for Grades 7-10 in limited F2F classes

Maximum number of hours Grades 1 to 3 learners will stay in school during the limited F2F classes

Maximum number of hours Kindergarten learners will stay in school during the limited F2F classes

It is a free online tutorial platform for learners and parents facilitated by expert educators a free online tutorial platform for learners and parents facilitated by expert educators

Who is the architect of Gabaldon Building

On inclusive education, this provides that all children should learn together, whenever possible regardless of any difficulties and differences they have.

Otherwise known as the Indigenous Peoples Rights Act of 1997 that provides equal access to quality education for IPs and indigenous cultural communities

Otherwise known as Magna Carta for PWDs that mandates the provision of educational assistance to the said marginalized sector.

Otherwise known as Batas Kasambahay  or Domestic Worker Act guarantees that kasambahay is afforded with the opportunity to finish basic education

Selected SPED centers will be converted to Inclusive Learning Resource Centers. ILRCs have _________minimum support service area

This law created the Open High School System

This law created the Alternative Learning System Act

This law prohibits the unauthorized deduction to teachers salaries and compulsory contribution from students (GANZON LAW)