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Elisco Road, Bgy. Sto-Rosario-Silangan, Pateros, Philippines |
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| EMAIL: central@positivefutures.ph |
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TEACHERS' MANUAL I Historical Background The Center for Positive Futures (CPF) is a parent-initiated high school started in January 2001. The school was established by parents who wanted to provide alternative education to their children. In the first two years of operation, CPF functioned as a research extension school of the St. Joseph's College (SJC) of Quezon City. SJC provided a home to 20 high school students in Esteban Abada, Loyola Heights, Quezon City. After two school years in Quezon City, these 20 students graduated from SJC through CPF. At the end of the 2nd school year in April 2003, CPF decided to close its operations in Quezon City, which was then catering to children of middle class and upper middle class families. The founders of CPF, most of whom are alumnae of SJC, opted to concentrate on giving quality and alternative education to those who have less by offering an educational service wherein tuition fees can be payable based on the cash flow of parents and affordable to the immediate community members. CPF founders also regard the school as a contribution to complement the public school system, in the hope of decongesting these schools and thus, raising the quality of educational service. So in the school year 2003-2004, CPF opened one high school in Bgy. Balite, Montalban and another in Bgy. Guitnang Bayan I, San Mateo. In school year 2004-2005, CPF opened a high school in Bgy. Banaba, San Mateo an another in Bgy. Sto.Rosario-Silangan in Pateros. In the school year 2005-2006, CPF started rural high schools, one in Bgy. Sicsican, Puerto Princesa, Palawan and another in Bgy. Mapalad, Sta. Rosa, Nueva Ecija. Since school year 2003-2004, CPF now operates as an independent school but continues to be assisted by SJC. II. Vision and Mission A. Vision: We envision a community of socially responsible, spiritually guided, self-propelled and technically-adept citizens upholding ecological sustainability, gender equality and cultural sensitivity, and enjoying the socio-economic benefits from the labor of such a society. B. Mission: We are committed to the integral formation of economically disadvantaged youth in urban and rural communities, promoting their rights and responsibilities as individuals, as productive citizens of the community, and as children of God, and encompassing academic, technical, spiritual, cultural and life-skills educational development. III. Our Guide: St. Joseph's College and Franciscan Sisters of Mary Immaculate St. Joseph's College (SJC) is a Catholic educational institution owned and operated by the Franciscan Sisters of Mary Immaculate (SFIC). It is especially inspired by the spirit and charism of St. Francis of Assisi. It is committed to the integral formation of the youth so that they will become academically prepared and imbued with Christian values. It seeks to develop the youth towards becoming effective instruments of social transformation and promoters of justice, truth, peace, responsibility and integrity. It endeavors to build a dynamic Christian community, through progressive and relevant programs and structures facilitative for growth and in solidarity with mission partners. CPF shall complement the vision and mission of SJC and SFIC. It is aligned with SJC's mission of providing education to the economically underprivileged. To quote from the SJC vision-mission statement: "In solidarity with our mission partners we hope to facilitate the emergence of a transformed society especially among the poor and the disadvantaged sectors, towards the realization of God's reign in the here and now." IV. General Concept Inspired by the SJC vision and mission, CPF seeks to advance the cause its mentor institution by operating a vocational-technical high school providing high-quality and well-rounded education for those who have less. It is an alternative high school that seeks to provide an education wherein students can develop into productive members of society, prepare them for immediate employment and/or provide them with income-generating activities in-school and after high school, and at the same time, prepare them for college. Aside from offering tuition fee payments based on the parents' cash flow, the school fees and payment terms is affordable. Parents can also pay in terms of service or in kind, through the Parents' Enterprise Program. Today, CPF continuously develops programs and business opportunities for parents to make quality high school education more affordable to the communities which CPF serves. IV. THE CPF TEACHER, STUDENT AND PARENT CPF hopes that the CPF teacher, student and parent can develop the following primary values : - Love of God - Love of Country - Love of family, and - Love of other people Profile of a CPF teacher: - Shares the vision and mission of CPF - Committed to and concerned with the best interest of the child - Sensitive and responsive to the needs of the child - Academically - equipped - Responsible - Upholds moral values - Committed to continuous learning - Regards parents as co -educators - Critical and constructive thinker Profile of a CPF student: General qualities: Spiritually-guided, socially responsible, self - propelled, technically adept, ecologically aware, gender-sensitive, culturally-sensitive, and productive Work - related skills and values: with a sense of responsibility, has initiative, with technical know-how, has ability to organize, ability to cooperate, honest and with integrity, knows how to solve problems, with presentation and communication skills, critical but constructive thinker, resourceful and committed to work Social skills and values : possesses good manners and conduct, has listening skills, is respectful, appreciates other people, properly dressed and considerate . Ecological awareness: frugal, cares for living things, engaged in proper waste management, and creative Spiritual values: has love and respect for the Creator, can appreciate beauty, has love and respect for God's Creation, has love of self, involved in improving society, and wholesome. Profile of a CPF Parent : - Wants a good future for the child and will make sacrifices for him/her - Shares the vision and mission of CPF - Willing to learn and share IV. Organizational Structure The highest policy-making body of CPF is the Board of Trustees. The Executive Committee through the Executive Director implements the plans, policies and program of CPF. Program Coordinators shall assist the Executive Director in program implementation in specific fields of concerns. Each school shall have a School Director or Officer-in-Charge, accountable to the Executive Director. Each School Director is in-charge of managing the teachers, staff, school affairs, and parents' concerns in his/her school-of-concern. Teachers and staff in each school is accountable to the School Director or Officer-in-Charge. V. Programs A. High School CPF shall provide a Technical Vocational high school curriculum to its students. Objective is to develop the knowledge, skills and attitudes of high schoolers to prepare them for employment and self-employment after graduation. The school seeks to develop locally appropriate technology-oriented career paths that would absorb students who do not have the means for higher learning. The underlying assumption is that coming from economically disadvantaged families, the students are financially unable to go to college. Besides, a college degree does not guarantee employment. However, students can still opt to go to college if they have the financial means and the academic capability, being high school graduates. To meet this goal of developing the career paths of the students, CPF limits its class size to 30 students and its school size to 200 to 300 per school, depending on the size of the school. B. Non-formal education Non-formal education comes in two types. 1. One is the Review for the Accreditation and Equivalency Program and the Placement Test (PEPT) of the DepEd. The A&E Program is for out-of-school youth or adults, who would like to take a test to determine if s/he is qualified to get a certificate of equivalency to a high school diploma, entitling him/her to go to college. Age should be 16 or above. The PEPT is open to youth or adults of any age who would take a test to determine their grade or year level. 2. Another is the Tutorial class for students intending to enroll in CPF in the next school year. C. Vocational-technical education for high school, out-of-school youth, and adults Voc-tech education should be area-specific. It should respond to the needs of the community, and utilize local resource and local labor. In Metro Manila, CPF is offering three voc-tech programs: computer technology, food technology, and health care. In Palawan, voc tech courses include food technology, fisheries development and eco-tourism. In Sta. Rosa, this include computer technology integrated to agricultural technology. The Voc-Tech programs can also be offered to out-of-school youths and adults in the community. D. Parents Program The Parents Program includes a Values Formation and a Business Component. All parents of CPF students shall go through a formation program to level off the values and expectations of the school and the parents. The Parent Enterprise The Business Component shall be open to parents who have the time, the experience or the determination to engage in economically productive activities as a way to augment their capacity to pay the school's tuition fee or to earn income beyond tuition fee payment. In this connection, the school partnered with the Marikina Valley Rural Bank and the Builders Bank to start a Tuition Savings Program and a Parent Cooperative Savings Program. The former is a savings program dedicated to pay for the tuition fee. The latter is a parents savings program which they can utilize for whatever the family needs. E. Human Resource Development Program Spiritual and Values Formation CPF teachers are being develop to be a model of their students and the community both school and outside the school. To develop spiritual and values formation of teachers the school offers an out of town spiritual and formations seminar. Every month teachers are attending masses together with their advisory classes to further strengthen their faith. It is must for the teachers to start an opening prayer and end with a closing prayer for every classes. During summer training institute the school invites person who are well verse about spiritual and values upgrading for the teachers to be a develop person whether in out of the school premises. Skills Upgrading To develop the teaching skills of the teachers, they are starting the school year with a summer training institute that helps them know the current trends in teaching. In this seminar the new policies of the Dep Ed are being explained so they are always on the right track about their profession. The school allow them to attend seminar to further hone their craft and help them to be the best teacher. They are also encourage to attend the post graduate school to really master their major subjects so that it will be easy for them to face their students during class discussion. They are encourage to attend post graduate schooling VI. The CPF Teacher, Student and Parent CPF hopes that the CPF teacher, student and parent can develop the following primary values: love of God, love of country, love of family, and love of other people. Profile of a CPF teacher: Shares the vision and mission of CPF Committed to and concerned with the best interest of the child Sensitive and responsive to the needs of the child Academically-equipped Responsible Upholds moral values Committed to continuous learning Regards parents as co-educators Believes in total quality management Critical but constructive thinker Profile of a CPF student: General qualities: Spiritually-guided, socially responsible, self-propelled, technically-adept, ecologically aware, gender-sensitive, culturally-sensitive, and productive to society. Work-related skills and values: possess sense of responsibility, has initiative, with technical know-how, ability to organize, ability to cooperate, honest and with integrity, knows how to solve problems, with presentation and communication skills, critical but constructive thinker, resourceful and committed to work. Social skills and values: good manners and conduct, listening skills, respect, appreciates other people, properly dressed, and considerate. Ecological awareness: frugal, cares for living things, engaged in proper waste management, and creative. Spiritual values: love and respect for the Creator, appreciation for beauty, love and respect for God's creation, love of self, involved in improving society, and wholesome. Profile of a CPF Parent: Wants a good future for the child and will make sacrifices for him/her Shares the vision and mission of CPF Willing to learn and share VII. Charter of Human Responsibilities CPF has been supporting and implementing programs for the promotion of human responsibilities. Thus, CPF is sharing to teachers and staff the principles to guide the exercise of human responsibilities. Below is the section on the Principles of the Charter: We are all responsible for making sure that Human Rights are reaffirmed in our ways of thinking and in our actions. 1. To face the challenges of today and of tomorrow, it is just as important to unite in action as to express cultural diversity. 2. Every person's dignity demands that he or she contribute to the freedom and dignity of others. 3. Lasting peace cannot be established without a justice which is respectful of human dignity and human rights. 4. To ensure the full flowering of the human personality, its non-material aspirations as well as its material needs must be addressed. 5. The exercise of power can only be legitimate if it serves the common good, and if it is monitored by those over whom it is exercised. 6. Consumption of natural resources to meet human needs must be integrated in a larger effort of active protection and careful management of the environment. 7. The pursuit of prosperity cannot be separated from an equitable sharing of wealth. 8. Freedom of scientific research implies accepting that this freedom is limited by ethical criteria. 9. The full potential of knowledge and know-how is realized only through sharing them, and through using them in the service of solidarity and the culture of peace. 10. In reaching decisions about short-term priorities, the precaution must be taken of evaluating long-term consequences with their risks and uncertainties. VII. Rights of a Child CPF believes in the basic goodness of students and all other members of the school community and, as such, adheres to the provisions of the United Nations Convention on the Rights of a Child in dealing with children. 1. ALL CHILDREN SHOULD BE TREATED EQUALLY. No child should be discriminated against, privileged, punished or injured, or deprived of any right on the grounds of ethnicity, gender, language, religion, social status, political orientation or other opinions, property or birth status or disability. 2. THE BEST INTEREST OF THE CHILD SHALL BE THE PRIMARY CONSIDERATIONIN ALL ACTIONS CONCERNING HIM/HER. In cases of disciplinary action. It should be clear to all parties concerned that the consequence a child faces is grounded on positive discipline and aimed at encouraging the children to exercise self-control and develop a strong sense of responsibility. The case is decided upon and shall be executed to help the child redeem himself or herself from the offense and never to degrade his or her person or injure him or her in any ways. 3. CHILDERN HAVE A RIGHT TO SURVIVAL AND DEVELOPMENT AND FULL AND DIGNIFIED LIFE WHERE EDUCATION PLAYS A ROLE. The school should ensure that the children will be able to develop talents and abilities to their fullest potential, will be prepared for a responsible life in free society and will feel solidarity with the world they live in. 4. THE SCHOOL IS PLACE OF LEARNING AND UPHOLDS THE VALUE OF PARTICIPATION. CPF is committed to promotion of participative learning where children are recognized as full-pledged individuals who have a capacity and the right to express their views in matters affecting them, weighed in accordance with each child's age maturity. Like wise the institution recognizes the children's potential to enrich decision-making process to share diverse perspectives and to participate as citizens and actors of change in community. 5. THE SCHOOL ACCEPTS AS EDUCATIONAL CHALLENGE THE DECLINING ROLE OF THE FAMILY AND OUR CONFUSED SOCIETY IN THE CHILD'S DEVELOPMENT. The school recognizes that children of our present generation live in a confused society and that they receive mixed signals of what is right or wrong. The family, which used to be the main channel of Christian character and value formation, has diminished in importance in the child's developed due to mounting economic and social pressures, particularly borne by media. However, the school takes this phenomenon as part of its mission and instead works in necessary partnership with parents and/or guardians in their children's value formation. 6. JUST AS THE SCHOOL RESPECTS THE RIGHTS OF EVERY STUDENTS, STUDENTS HAVE THE RESPONSIBILITY TO RESPECT EDUCATORS, COSTUDENTS AND OTHER SCHOOL PERSONNEL. VIII. Teachers' Code of Professional Ethics In the belief that freedom and democracy, peace and progress and security and happiness can best achieved and maintained with enlightened citizenry; that to produce such citizenry the schools must efficiently perform their role of guiding the Filipino youth along the development of wholesome personality, moral character, personal efficiency, democratic ways of life, useful citizenship, practical nationalism, and international goodwill, and that, for the schools to play that role, that teachers must be men and women of sound character, high ideas, broad background and profound understanding of human nature; and In order that the teachers who are to carry out the aims and objectives of the educational system of the Philippines may not be of the highest type, and that the teaching profession in this country may fully assume its rightful place among the professions that provide services fundamental to the development o the nation; The Bureau of Public and Private Schools hereby adopt this Code of Ethics for schools teachers and officials. Section 1.The provisions of this Code shall apply to all public schools in the Philippines. Section 2.By teachers as used in this Code is meant any person directly engaged in teaching in educational work in the public schools. Officials refers to any person engaged in educational work in the public schools other than classroom teaching, whether it be in a supervisory, administrative or directive capacity. The term includes principals, supervisors, superintendents and other supervisory and administrative officials . Section 3.Schools embraces all educational institutions under the Bureau Public and Private schools, irrespective of grade or type, and includes primary, intermediate, elementary, secondary, vocational, technical and normal schools . Section 1. The school is the nursery of future citizens of the State. School officials and teachers are trustees of the cultural and educational heritage of the nation. They are therefore under obligation to elevate national morality, to promote justifiable racial pride, to cultivate love of country, to instill respect for constitutional authorities, to inculcate obedience to the laws of the State, to promote international understanding, and goodwill and to lead in the practice of the democratic ways of life . Section 2. Every school official and teacher should sincerely believe and earnestly to help carry out the declared policies of the State . Section 3. The interests of the States demand that every school official or teacher be physically, mentally and morally fit for the service he has to render. Devotion to duty, honesty, punctuality and efficiency are expected of him . Section 4. No school official or teacher in his capacity as such should directly or indirectly solicit, require, collect or receive any money or service or anything of value from any person or entity for any political, religious or other partisan interest . Section 5. School officials and teachers may vote and exercise other constitutional rights. However, no school official or teacher should use his position or official authority or influence to coerce the political action of any other person or take part in any election except to vote . Section 6. School officials and teachers may go to the church of their own choice or worship as they please, but should not use their position and influence as such to proselyte. Section 7. A school official or teacher has the privilege of expounding the product of his researches and investigations . Section 1. All school officials and teachers should actively participate in community movements for moral, social, educational, economic and civic betterment . Section 2. If the school official or teacher is to merit reasonable social recognition, it is his duty to be socially acceptable by keeping himself morally upright as by refraining from gambling, drunkenness and other immoral practices . Section 3. The teacher can immeasurably enhance his social usefulness by living for and with the community. He should therefore study and understand the local customs and traditions so that he may have a sympathetic attitude toward them. He should refrain from disparaging the community in which he lives. As a community leader every school official or teacher should by all mean be the first to set example in good behavior . Section 4. Every school official or teacher should keep the people in the community informed as to the work and accomplishments of the school as well as its need and its problems. Section 5. As an intellectual leader in the community especially in the barrio, the school official or teacher should welcome every opportunity to serve as a counselor on matters affecting the welfare of the people . Section 6. All school officials and teachers should endeavor to maintain harmonious and pleasant personal and official relations with other professional and government officials . Section 7. In their relation with other government officials, school officials should exercise tact and prudence in order to achieve the utmost results in the cooperative projects in their communities . Section 1. All school officials and teachers should feel that teaching is among the noblest of professions. They should manifest enthusiasm and pride in their calling. Section 2. Every school official or teacher should help maintain the highest possible standards of the profession by acquiring the prescribed qualifications for his position. He should encourage the admission into the profession of those who possess the best qualifications. Section 3. All school officials and teachers should strive to broaden their cultural outlooks and deepen their professional interest. They should pursue such studies as will improve their efficiency and enhance the prestige of the profession. Section 4. All school officials or teachers should avoid any conduct which may cause discredit to the teaching, profession. Nobility of character should be the guiding spirit in their behavior. Section 1. All school officials or teachers should at all times be imbued with the spirit of professional loyalty, mutual confidence and faith in one another, self-sacrifice for the common good and cheerful cooperation. When the best interest of the children, the school or the profession is at stake, it is the duty of school officials and teachers to support one another . Section 2. Every school official or teacher should make due acknowledgment of assistance received from his associates. He should not approximate the work of others for himself . Section 3. A school official or teacher, before leaving a position, should organize and leave for his successor such records and other data as are necessary to carry on the work . Section 4. A school official or teacher should hold inviolate all confidential information concerning his associates and the school; he should not divulge to interested persons the contents of the documents which have not yet been officially released nor remove from the files without permission from the custodian thereof. Section 5. Professional criticism of associates should be made only for the welfare of the children or the school, and only in a formal accusation before those who have the authority to try the case on its merits. Anonymous or fabricated criticism of an associate is unwarranted. Justified criticism in the interest of the service, however, should not be withheld, but should be presented with the supporting evidence. No criticism of an associate should be made in the presence of pupils or students, fellow teachers or school patrons . Section 6. Marking and promotion of pupils or student are generally determined by the teacher within the standards set by the administration. However, this does not exclude the exercise of general supervisory and administrative powers of a superior authority over such matters, especially where there has been manifest abuse of judgment on the part of the teacher. Section 7. No school official or teacher should apply for a position that is not vacant or definitely known about to be vacant nor criticize the qualifications of a competitor even if given the opportunity to do so. Section 8. Every school official or teacher should understand that his official time should be devoted fully, faithfully and conscientiously to the accomplishment or improvement of his official work . Section 9. Every school official or teacher should spend no part of his official time and that of his co-workers in cheap, idle gossip relative to other members of the profession . Section 1. Every school official and teacher should support loyally the legitimate policies of the school and the administration. They should make an honest effort to understand the policies and to carry them out . Section 2. A teacher or school official should make no false accusations or charges against superiors, especially under an anonymous or fictitious name. If he has charges to make against his superiors, he should have the moral courage to present them before competent authority and be willing to prove them . Section 3. Teachers and school officials should transact all official business through channels except when special conditions warrant a different procedure, as when reforms are advocated which are opposed by the immediate superior, in which case teachers should feel free to write directly to a higher educational authority . Section 4. As individuals or groups, teachers and school officials have a right to protest against injustice and discrimination, but the important nature of their service renders any recourse to strike or walk-out indefensible. Section 5. Teachers and school officials should realize the appointments, promotions and transfers are made only on the basis of merit and in the interest of the service. Section 6. A teacher or school official accepting a position in a school assumes a contractual obligation. He is duty bound to live up to this contract and should , therefore, have a full knowledge of the terms and conditions of his employment . Section 7. Effective school supervision and administration demand responsible leadership and direction by all school officials who should at all times show professional courtesy, helpfulness and sympathy towards their teachers . Section 8. In the interest of the service, a school official before formulating major policies or introducing important changes in the system should give his teachers opportunity for broadminded discussion and constructive criticism , in the spirit of earnest inquiry and for the good of the pupils or students . Section 9. No school officials should stand in the way of the just promotion of deserving teachers. Moreover, school officials should encourage and carefully nurture the professional growth of worthy ad promising teachers by recommending them for promotion . Section 1. The teacher or school official should deal justly on the interest and welfare of the pupils or students because these are the foremost concern . Section 2. The teacher or school official should deal justly and impartially with every pupil or student. Exhibitions of prejudice or discrimination because of differences in the pupils or students' intellectual ability, social standing or favors received from them or their parents , should have no place in the relations between a school official or teacher and his pupils or students . Section 3. No teacher or school official should accept directly or indirectly for tutorial services to any of his pupils or students remuneration other than the compensation authorized for this services . Section 4. No teacher or school official should allow himself to be influence by any consideration other than merit in the evaluation of the student's work. It is improper for a teacher or school official to ask to accept, directly or indirectly, personal service, gifts or other favors from any of his students or their parents that would tend to influence his professional relations with him . Section 5. A school official or teacher should never take advantage of his position to court a pupil or student . Section 6. No teacher or school official should inflict corporal punishment on offending pupils or students; nor should he make deduction in their scholastic ratings for acts that are clearly not manifestations of poor scholarship. Section 1. The school exists to render service to the public. Parents should be welcomed at school and treated with every consideration. School officials and teachers should establish and maintain cordial relation with the parents of their pupils or students . Section 2. The school official or teacher's conduct should be such as to merit the confidence and respect of the parents . Section 3. In communicating with parents, especially on matters concerning their children's faults and shortcomings , the school official or teacher should exercise the utmost candor and tact. It is his duty to point out the children's deficiencies hitherto unknown to overlooked by parents and seek their cooperation for the proper guidance and improvement of the children. Section 4. The school official or teacher should hear parent's complaints with sympathy and understanding. He should, however, discourage parents unfair criticism of his associates, the administration and the school system in general. Section 1 .All school officials and teachers should have and maintain a good reputation with respect to financial matters. They should pay their debts promptly or make satisfactory arrangements for payments with their creditors . Section 2. No teacher should contract loans from pupils or students, or their parents, nor should any school official contract loans from teachers under his supervision. Section 3. No school official or teacher should , either directly or indirectly, act as agents for, hold stock in, or be financially interested in any commercial venture, the business of which is to furnish textbooks, supplementary readers, stationery, magazines, periodicals, athletic goods and other materials in the purchase and disposals of which for school purposes he can exercise in any manner his official influence . Section 4. In seeking permission to engage in outside teaching, school officials and teachers should exercise a little spirit of renunciation to avoid any criticism that those holding positions in public service are crowding out less favored persons who have no other means of livelihood than private employment . Section 1. Any violation of the foregoing shall be considered unprofessional and dishonorable conduct for a public or private teacher or official. It may besides, subject him to the provisions of Rule XIII, Section 6, of the Civil Service Law . Section 2. This Code of Ethics shall take effect upon receipts in the field . IX. Privileges and Benefits A. SSS, Philhealth, Pag-ibig, Tax 1. All teachers, part-time and fulltime, shall enjoy membership in the SSS, Philhealth and Pag-ibig. They shall pay the employee's share while CPF shall pay the employer's share. 2. Part-time teachers who are employed/teaching in Public National High School of public sector, since they are already members of the SSS, Philhealth and Pag-ibig can have the option not to pay dues through CPF, provided that they submit a written waiver. 3. All teachers shall also be serviced with automatic payment of taxes by the school. A teacher should submit his/her tax account number before employment to facilitate payment of his/her tax. 4. Five (5) days Service Incentive Leave with pay. Fulltime teachers shall be entitled to Service Incentive Leave. If such leave is not used from start of school year up to December 31, said leave can be converted to cash payable on the last payday of December, provided that absences made after December up to the end of the school year will be deducted from the salary. 5. Full-time teachers shall report to school from Monday to Friday for eight (8) hours a day, with six (6) hours teaching load per day. During distribution of cards, official school activities, or for other official school work, teachers can be required to report on Saturdays. Monthly salaries includes work on such Saturdays, hence no additional pay shall be received. However, if a teacher is asked to do tutorials, or handle a class during weekends, s/he shall receive additional compensation. 6. For the ten regular holidays in the Philippine calendar, fulltime teachers shall be paid. For Special Holidays, no work, no pay. 7. All teachers/employees, part-time and full-time are entitled to pro-rata 13th month pay. 8. Maternity and paternity benefits shall be paid by SSS. Maternity benefits shall be paid only for the first four (4) deliveries. Paternity benefits shall be paid only to married male teachers having a child with legal wife. Paternity benefit is for equivalent to seven days, also for the first four (4) deliveries only. 9. Employee must immediately notify the school of her pregnancy and the probable date of her childbirth at least 60 days from the date of conception by accomplishing SSS FORM MAT-1 (Maternity Notification Form) and by submitting proof of pregnancy. The school in turn will immediately submit the form and the proof of pregnancy to SSS. Failure to observe the rule on notification may result to the denial of the maternity benefit. Upon approval of SSS on Maternity Notification Form, the school will advance the benefit in full to the employee, within 30 days from the date of filing of the maternity leave application. 10. Teacher trainees and contractual teachers whose contract will expire will be given the necessary benefits like 13th month pay after accomplishing a clearance form (see Forms). A Quit Claim form must be signed. 11. Retirement Plan for regular employees. Types of Retirement a. Compulsory Retirement - shall be effected on the employee's birthmonth at the age of 60. b. Optional Retirement - shall be offered to any regular employee with at least 20 years of service or upon reaching the age of 50. He/she may retire at his/her option or the option of the school management, and shall be entitled to retirement benefits. Retirement Benefits Computation Any retiring regular employee with officership position and has rendered at least fifteen (15) years of service to the school will receive one (1) month's pay for every year of service rendered upon retirement. Any retiring regular employee with at least twenty (20) years of service to the school shall be entitled to receive one (1) month's pay for every year of service rendered. All retiring regular employees with at least ten (10) years of service will receive half (1/2) month's pay for every year of service rendered. Any employee who is terminated and dismissed due to service misconduct, fraud, commission of a crime and other cause analogous to the foregoing, shall not be entitled to retirement benefits. X. Tasks and Obligations of Teachers A. Time Keeping/Attendance 1. Teachers are expected to arrive in school 15 minutes before the first period being handled. If late, teacher should notify the office. Avoid erasures in the DTR. Signing for another in the DTR is prohibited. 2. Teachers are expected to report regularly. In case of foreseen absence, inform office a week before so that substitute teachers can be arranged. For emergency absence, teacher should call the office as early as possible. Survival Kit should be always available at the office in case of such emergency or foreseen absence. 3. Habitual tardiness and absenteeism are grounds for dismissal. Habitual tardiness means accumulating unexcused tardiness for more than 5 hours in a month. For 3 late arrivals in a month, teacher gets a verbal reprimand. For 4-6 late arrivals in a month, teacher gets a 1st written warning. For repeated late arrivals, teacher gets a 2nd warning. A teacher who has accumulated unexcused tardiness equivalent to 20% of his/her total class hours in a school year or receives 3rd warning for tardiness, consequence is dismissal. Late arrival after 15 minutes grace period will incur deduction in pay. Eight (8) hours late arrival is equivalent to 1 day absent. 4. Habitual absenteeism means accumulating unexcused absences for more than 5 days in a month. For 1 unexcused absence, teacher gets verbal reprimand. For 2-3 unexcused absence, teacher gets 1st written warning. If teacher disregards warning and continues commit unexcused absence, teacher shall receive a 2nd written warning and shall submit a letter of explanation. For receiving a 3rd warning and/or accumulated unexcused absences equivalent to 20% of total class days in a school year, said teacher shall be dismissed. B. Dress Code Teachers are professionals and should dress accordingly. (No sleeveless, jeans, above the knee dress/skirt, no open sandals) Monday to Thursday - wear the school uniform. A fine of Php50.00 will be charged from any teacher who will come to school not in uniform. The fine will go to Faculty Association as fund. Friday - wash day; semi-formal attire. No jeans, fitted t-shirt/blouse, and excessive accessories. C. Preparation Teachers should be prepared for the lessons and should have the materials and equipment needed to conduct the class. Lesson Plan will be checked every Monday. D. Teaching Materials Teachers should use the books and materials provided by the school unless advised otherwise. E. School Materials and Equipment Use school materials and equipment only when essential. These should not be used for personal purposes. If you have an urgent need to use such for personal purposes, ask the Officer-in-Charge. Always log the materials and equipment you use. F. Relating with Students Any relationship of a sexual nature with any student is prohibited. Physical punishment and physical contact with any student, even if of the same sex is prohibited unless where appropriate. Teachers are expected to report any untoward incident to the Class Adviser. In case the Class Adviser is not around, he/she should resolve said incident based on School Policies and Regulations. No teacher should commit the school to any agreement without first clearing the issue with the School Director. Class outputs should be directly related to curriculum. Class outputs should be approved by the School Director ( in Black and White ), before its implementation to the class. It should not cost anything, should use recycled materials or should cost only a very minimal amount. Teachers should not sell project materials directly to the students. All materials should be coursed through the office. All collections should be covered by the school's official receipts. Student outputs are the school's property so it should be seen, displayed, or used in school, unless, it is returned to the student. Teachers are not allowed to accept and/or collect money for any purpose from the students. Money matters should be coordinated and cleared with the School Director. Contracting loans from parents/students will mean automatic dismissal. Substitute teachers should submit report on the class they handled to the Officer-in-Charge and/or School Director. Teachers shall assist students during the flag ceremony and in other school programs. They shall supervise students during break time, as per assignment. Teachers shall assist the Class Adviser in maintaining student discipline. Teachers should know, understand, and implement the student policies written in the Student's Manual. Teachers assigned to organize a school activity are required to submit an Activity Plan and an Evaluation Report (see Forms). Teachers are encouraged to submit recommendations and suggestions on how to improve the school. G. School Opening * The teacher advisers should explain to his advisee the school policies found in the CPF Students' Manual . * Teacher Advisers shall give student orientation to each based on guidelines from the School Director. H. Election of Class Officer The Class Adviser must know each student advisee and should know the capacity & capability of the elected class officers. The Vice President of the class will be the attendance monitor. She/He shall submit the daily class attendance to the School Secretary. The Class Treasurer will be in charge of collecting any financial collection. He shall make a report of collection, submit the amount collected to the Office Cashier, and keep a record of the money forwarded to the Office Cashier. I. School Requirements * Each student shall have a Cattleya Filler notebook for each subject that shall serve as the Quiz Notebook. * Each student shall have a Communication Notebook that shall serve as a communication tool between parents and teachers. It shall contain: a) Letters to parent from the teachers or advisers, b) Response Letter from the parents, c) Announcement from school, d) Student offenses or achievements, e) Letter from parents, f) Assignment notes and g) signature of parents. J. Class Journal * Each class should keep a Journal which should be submitted to the Class Adviser at the end of the day. Entries of the journal to include offenses and consequences or extraordinary deeds or achievements of students. The Class Journal shall be kept by the Class Secretary during class hours. * The Class Adviser is in-charge in keeping the Class Journal of his/her advisory class. K. Teachers Requirement * Lesson Plan should be submitted in advance every Monday. * Table of Specification should be submitted two weeks before Monthly Assessment and Quarterly Assessment. * Monthly and Quarterly Assessment questions should be submitted in soft copy one week before the Assessment. * Class Record should be submitted one week after the assessment computerized format.. * Students who failed to submit their output or complete a subject requirement will sign a slip (see Forms) stating so, so that the parents will know the reason for the lack of student grade. * The Form 1 should be submitted three days after the preceding month. * Assignments to students will be given on the following school days: Science, English, Filipino - every Monday and Wednesday Math, AP, TLE - every Tuesday and Thursday L. Monthly Activities Proposal Program should be submitted one week before the monthly celebration by the teacher assigned. Program should be approved by the School Director. Report and evaluation of the Program to be submitted after the program by the teacher assigned. M. Letters for Parents Advisers shall distribute letters to students, collect the reply, and summarize the reply slips. The summary is to be submitted to the School Director. N. Other Matters * Teachers should treat students equally. There should be no favoritism. * Teachers should be on time in every program or activity. * Teachers should take the lead in maintaining cleanliness and caring for the environment. * Teachers are to initiate the use of the following terms to avoid misinterpretations and better language use: Use the term "consequence" instead of "punishment". Use the term "output", instead of "project". Refer to teachers as "Teacher ………", instead of "Miss ………". XI. Grounds for Suspending and Terminating Teachers A teacher who is suspended is not entitled to pay during the time s/he is suspended. A teacher who is terminated is not entitled to severance pay. A teacher can be suspended or terminated for any of the following causes: A. Inefficiency and incompetence 1.habitual and inexcusable absences and tardiness 2.willful abandonment of classes or assignment 3.gross and habitual neglect of the employee of his duties 4.failure to exercise parental responsibility 5.unreasonable delay to submit students' grades B. Negligence in keeping school or student records C. Tampering or falsification of school or student records D. Conviction of a crime 1.attempt on or a criminal act against the life of any school official, personnel, any immediate member of his employer's family member or student 2.attempt on or criminal act upon the property or interest of the school E. Notoriously undesirable 1.constantly and flagrantly violating existing laws, rules and regulations 2.willful disobedience of the lawful orders of the employer or representative 3.disgraceful conduct and immoral conduct F. Misconduct 1.giving failing students passing grades they did not deserve 2.influencing a co-teacher to change grade 3.failure to maintain confidentiality of school records 4.contracting loans from students/parents 5.fighting in work premises 6.challenging a student to a fight 7.uttering obscene, insulting or offensive words against a superior 8.use of corporal punishment 9.sleeping in post 10.sexual harassment 11.theft G. Loss of confidence H. The sale of tickets or the collection of any contributions in any form or for any purpose or project whatsoever, from pupils, students and school personnel I. Uses of prohibited drugs and bringing of deadly weapons J. Violation of the Code of Ethics of Professional Teachers Preventive suspension of not more than 30 days could be imposed on any school personnel pending investigation of any charges (mentioned above) against him . A punitive suspension is a punishment for any infraction or breach of discipline that may have been committed by an employee but which might not be considered grave enough to justify dismissal. Other sanctions for minor offenses are reprimand, letter of explanation, memo and suspension; depending on the degree of the offense. Teachers can be suspended or sanctioned for any of the following minor offenses: 1.Not wearing the prescribed uniform or wearing undesirable outfit during Fridays, a no- uniform day. 2.Not submitting Lesson plan/log on time 3.Not submitting Form 1, TOS, Test drafts, Test Evaluation, and/or Permit from the OIC to implement a lesson output on time 4.Smoking inside the school campus or within its 10-meter radius 5.Entering the school premises under the influence of alcohol 6.Wearing expensive jewelries or accessories inside the school premises 7. Not filling up a time record/logbook XII. Policy on Non-Catholics Teachers In adherence to being assisted by the St. Joseph's College, a Catholic institution, the Center for Positive Futures will hire only Catholic teachers. However, in cases where there is a need, a teaching position may be filled up by an instructor of another religion. If such be the case, it will be stipulated in the contract the he/she will not use her position to evangelize among the students. The teacher is obligated to join retreats and recollections sponsored by the school for its faculty and employees. It shall be made clear that such occasions are ecumenical and is intended for spiritual formation, whatever the religion of the teacher may be. However, they will not be forced to join the observance of Catholic practices such as Masses, Confessions and Communions. Although it is expected that they assist in instilling discipline among students during these activities. XIII. Employment Status A. Teacher Trainees. These are BS Education graduates (high school) who are non-LET passers. Must pass the psychological test. Renewal of their contract is dependent on their passing the LET exam. B. Contractual teachers. These are BS Education graduates who are LET passers upon entering CPF or who passes the LET exam as a CPF Teacher Trainee. Must pass the psychological test. The probationary period as a contractual teacher is three school years. The contractual period is only from the start of the school year until the end of the same school year. C. Regular teachers. These are CPF teachers who have served as probationary/contractual employee for three years. They become a regular employee beginning the school year after three school years or on the fourth year. These teachers must have passed the performance evaluation as a teacher and as an employee. Said teacher must also pass a psychological test as a regular teacher. The teacher evaluation shall be conducted every semester. Written and/or verbal feedback for each evaluation shall be given to the teacher. |
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