Examples of Prepositional Phrases

The following sentences contain examples of prepositional phrases; the prepositional phrase in
each sentence is italicized for easy identification.
The cupcake with sprinkles is yours.
The cupcake with colorful sprinkles is yours.

We climbed up the hill.

We climbed up the very steep hill.

The rabbits hopped through the garden.

The rabbits hopped through the perfectly manicured garden.

Editorials: The Practical Impractical (k-12)

The Practical Impractical

This is all too abstract. This is too

theoretical.
Couldnt you just give us practical
things we can use?
It is the ultimate dismissal a teacher can deliver. A presentation
viewed as "abstract, theoretical, or intellectual" is blown out of the
water. As it happens, however; things intellectual are intrinsically
theoretical. They are by their very nature abstract.
To think about them is to think about what has been abstracted from
many particular things.

But lets go further. The abstract, the theoretical, and the intellectual are
all extremely practical if we understand them and the role they play in
our lives. This point is of profound significance for the schoolrestructuring movement, for if we truly understood it, we would shift our
classroom paradigms for teaching and learning.
For example, human life would be unintelligible without language. But
language itself would be unintelligible without abstractions. Virtually
every word has a meaning precisely because it represents an
abstraction
a kind of generalization about a lot of highly unique individual things as to
what features they tend to have in common. When we call a person a
woman, we abstract from everything that is individual and personal
about her and focus on what she has in common with everyone else of
her gender.
Likewise, without theories, we could never explain anything. Things
would occur around us for no reason that we could fathom. We would
stand around in a stupor, unable to fit anything into anything else, for a
theory is simply an invented way to take some set of things (which we
dont understand) and transform them (into something we do
understand) by means of some theory.
Both abstractions and theories are constructs essential to a mind
engaged in reasoning something through. Our ability to figure things out
is a product of the intellectual dimension of our minds and it functions by
means of reasoning. Poor intellectual functioning, poor reasoning. Good
reasoning, good intellectual functioning.
Why, then, are so many teachers irritated by the abstract and the
theoretical? Why are they not energized by intellectual questions? The
answer is simple. Their schooling did not develop their intellectual
capacities to a high level. To be painfully candid, most teachers are not
skilled at theoretical work. They are uncomfortable with abstractions.
They dont understand reasoning. The whole notion of things intellectual
is really if truth be told pretty much of a puzzle to them. But without
intellectual skills, we dont quite know what to do with abstractions and
theories, we cannot bring them alive in the mind or apply them with force
in the world.
I am arguing that the general distaste of many teachers for abstractions,
theories, and intellectual presentations is a sign of a very serious
problem in education today. It means that most teachers are unlikely to
assign serious intellectual work to their students, or, given a significant

intellectual task to assign (made up by someone else), they are likely to

have difficulty explaining intellectual standards appropriate to the doing
and assessing of the task.
They will not grasp the (intellectual) moves to make in coaching the
students through the task. Furthermore, for similar reasons, they are
unlikely to understand how to cultivate their students intellectual
development in general.
They are unlikely to be able to distinguish genuine intellectual quality
from pseudo-intellectual quality. An articulate and amusing but poorly
reasoned essay on a significant topic is likely to seem better work to
them than a well-reasoned but unflashy essay. And more, they will lack
the theoretical perspective needed to make intellectual connections
between subjects. Hence, when they use themes to organize their
teaching they are more likely to use superficial connections (a unit on
bunnies) than to focus on an important interdisciplinary issue (How
does money affect our lives, for good and ill?).
Of course, the basic problem of an anti-theoretical, antiintellectual
orientation is not by any means confined to the K-12 community. Far
from it. Part of the problem is that focusing on the intellectual, at virtually
any level of social life, goes against the grain of our times. We do not live
at a time in which most people are receptive to intellectual discipline. We
do not live at a time in which most people are willing to accept intellectual
standards or use them in their thinking. We live, rather, in an age of
rampant subjectivity, in which people think they have a natural right to
think or believe whatever they want, irrespective of evidence, knowledge,
or quality of reasoning. People often say and believe just what they want
to say and believe, whatever feels good, strokes their ego, or is
commonly accepted. If it sounds good or looks good, then it is good. If I
believe it, then it is true for me. Dont I have a right to my own opinion?
Isnt my opinion as good as anyone elses? Whos to say what is right
and wrong? We have our work cut out for us.
We need strong leadership in the K-12 community to work toward a
paradigm shift in our understanding of the role of the intellectual
including the abstract and theoretical in learning. K-12 leadership
must be local, unflappable, and long-suffering. It needs to meet the
problem head-on, and probably take a lot of flak for a long-term staffdevelopment plan of a sort very different from the usual one that
routinely challenges teachers intellectually.
Make no mistake, this is not a matter of giving teachers sample lessons
to emulate. It is not a matter of giving teachers some new definitions of

terms. This is a matter that goes directly to how teachers view education,
their own most deep-seated habits of thought, and their primary values.
Intellectuality and its significance to learning and instruction cannot
easily be understood or transmitted. To understand intellectual work, it is
essential to understand reasoning as an intellectual process. To
understand reasoning, it is essential to understand basic structures
integral to itfor example, assumptions, inferences, and implications.
And to understand these structures, it is essential to understand
intellectual criteria crucial to the assessment of these structures in action.
One understands all of this only by becoming intellectually disciplined
oneself, which is not the same thing as becoming an intellectual in
some snobbish sense of the word.
For example, if we assign students an intellectually challenging task, and
we are responsibly engaged in responding to their reasoning
intellectually, we will have to aid them in the process of coming to terms
with the intellectual structures implicit in their thought. Sometimes, we
will have to raise questions about the purpose or goal of the reasoning,
sometimes about the question or problem at issue, sometimes about
information or evidence in use, sometimes about inferences being made,
sometimes about concepts implicit in the reasoning, sometimes about
assumptions uncritically presupposed, sometimes about implications that
may or may not follow, and sometimes about the point of view or points
of view that are, or should be, involved. And we will need to do all of this
in such a way as to help students appreciate the importance of being
clear, accurate, precise, relevant, and logical, as well as being sensitive
to the complexities inherent in the questions they are asking and broadminded in seeking to think them through.
To do this, teachers must acquire, over an extended period of time, an
inner sense of the interrelationships that exist between structures in
reasoning and a clear sense of how to bring intellectual criteria to bear
on them. They must discover and learn to value the kind of inner
dialogue that is typical in the mind of an intellectually oriented thinker:
Lets see, if we put the question this way, then we are bound to focus on
this. Does that make sense? And if we interpret the information this way,
then we are assuming that. Are we justified in doing so? And if we use
this idea to organize the data, one implication will be But is that
implication consistent with the results we obtained when we . . . etc. . . .
etc. . . . etc.
Most teachers are not practiced in such disciplined inward talking. They

have not been trained in the art of taking reasoning apart, constructing,
or assessing it. Very often they are unaware of the structure of their own
reasoning. They even at times appear to simply jump to conclusions with
no discernible reasoning at all. They are not as a rule comfortable with
abstract intellectual distinctions. In their own schooling, they did not
experience many intellectual exchanges (such as above). The moves
one makes in such exchanges are not clear to them. For many,
reasoning is simply a series of assertions about a subject. When asked
for their reasoning on a subject or issue, they are much more likely to
say something like I think this and I think that and I believe this and I
believe that than they are to say, My main conclusion is this based on
these three reasons. I have reasoned to this conclusion from this point of
view, assuming that and that, the data I base this on is this, and this, and
that, which I obtained from this source. If I am on solid ground, then this
and that should follow..
This Editorial was written by Richard Paul and published in Education
Week, May 29, 1996
Go to top
Editorials: The Practical Impractical (k-12)

Sublinks:
An Interview with Linda Elder About Using Critical Thinking Concepts and Tools
An Interview with Linda Elder: About Critical Thinking and Gifted Education
Editorials: Race to the Top of the bottom: a Failure of Insight
Editorials: The Practical Impractical (k-12)
Editorials: Re-thinking the SAT: Rhetoric or Substance?
Editorials: Collaborative Learning: Collaborative Mislearning
Editorials: The New Standards: The Case for Intellectual Discipline in the Classroom

Editorial: Salary increases for nations

teachers
July 19, 2015
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A welcome respite from the many stories and variations on developments in the political scene
was the announcement made by Secretary of Education Armin Luistro that a salary increase for
the nations teachers is about to happen.

Actually, the salary standardization being discussed by the Cabinet is for all government works,
he said at the Joint Grand Summit on Senior High School in Albay. But among all these state
workers, he said, teachers will get the highest pay increase.
This would be the best gift the Aquino administration could give to our teachers who, more than
any other sector of the Philippine population, have shaped the thinking and the values of our
people. More than the lessons they give on science and other areas of knowledge, teachers by
their own example have inspired countless students to succeed for themselves and for the
country.
image: http://www.mb.com.ph/wp-content/uploads/2015/07/vxzfb-263x300.jpg

So great is the importance we give to education that the Philippine Constitution mandates that
the Department of Education (DepEd), among all the departments of the government, receive the
biggest share of the national budget. For the proposed 2016 national budget of P3.002 trillion,
the DepEd is to have P436.5 billon, followed by the Department of Public Works and Highways
(DPWH), P401.4 billion; the Department of National Defense (DND), P172 billion; the
Department of Interior and Local Government (DILG), P158 billion; the Department of Health
(DOH), P128.5 billion; and the Department of Social Welfare and Development (DSWD),
P107.6 billion.
From the DepEd budget, the bulk of the appropriation will go to the salaries of 479, 947 public
school teachers in the nations elementary and high schools. This number will be increasing next
year as the DepEd implements the K-to-l2 curriculum which adds two years of senior high
school to the old 10-year program after kindergarten.
There is also a move in the Senate to reform the income tax system to lower the income tax
brackets for low and middle-income earners. Currently, a teacher or policeman with a net taxable
income of P150,000 is taxed at the third highest rate. Unless tax reforms are effected, tax rates

for teachers would be almost the same as those for millionaires, according to the bills sponsor
Sen. Juan Edgardo Angara.
We welcome efforts like this being made in behalf of ordinary folk, like teachers, nurses, and
policemen. It may be sometime before the tax reforms get enacted by Congress, but we can look
forward to the early implementation of the salary increases proudly announced by Secretary
Luistro. In this last year of the Aquino adminisration, this would be a great legacy for which it
will be cited and remembered.
Read more at http://www.mb.com.ph/editorial-salary-increases-for-nationsteachers/#q2PqoHjYZPvJxMmq.99

Raise Teachers Salaries

Most of the economic stimulus money earmarked for schools
should go to increase educators pay. Pro or con?

Pro: Higher Salaries Mean Higher Learning

by Sabrina Laine, Learning Point Associates

Research confirms that teachers are crucially important to students success, yet such subject
areas as math, science, and foreign languages suffer severe, long-term teacher shortages. Few
would dispute that the very large salary differential between teaching and private sector work in
these fieldsand perceptions of teaching as a low-status professiondissuade talented and
committed individuals from entering or remaining in the teaching profession.
Improving teacher quality and alleviating shortages require a comprehensive approach to
educator talent management. Salary compensation is the only critical element that cannot be
addressed without substantial additional funding.
In the McKinsey & Company report How the Worlds Best School Systems Come Out on Top,
high beginning teacher salaries were among the chief factors that differentiated top-performing
school systems from their less effective counterparts.
We support using stimulus dollars to raise teacher salaries, particularly for beginning teachers
and second-stage professionals with 4 years to 10 years of experience. Each of these groups is
likely to consider turning to a different career. Higher salaries should be accompanied by stricter
tenure rules, which would in turn justify higher pay for veteran teachers.
Competition in todays global economy requires that U.S. children embrace rather than shy away
from science, math, and foreign languages. By investing stimulus dollars to attract and retain
teachers, we can ensure that American students emerge prepared to create innovations that
further stimulate our economy for years to come.

Con: Dont Boost Teacher Pay Blindly

by W. Norton Grubb, Russell Sage Foundation
While we can all agree that many highly qualified teachers deserve higher salaries, simply
raising pay wont fix our schools.
More money could make a difference only if carefully targeted. Higher salaries could enlarge the
pool of applicants so that schools can choose teachers more carefully. They could also reduce
teacher turnover, which would benefit students. But if stimulus funds simply increase salaries
without changes in who is hired or how they teach, these revenues will be wasted.
Improving the quality of teaching requires more than higher salaries. Vision and leadership from
administrators is crucial. Professional development of the right kindnot Friday afternoon, oneshot workshopsis always necessary. The cooperation of teachers is central, and it cannot

simply be bought. More conceptual, innovative, or balanced instruction is also important to

enhancing learning.
To improve schools, we need to invest in other resources that matter. Some are compound
resources: smaller classes and the professional development that enables educators to teach them
differently, with adequate facilities that include computers and support for teachers to use them
well. Others are complex, such as strong leadership and new approaches to instruction. Still
others are abstract and again, impossible to buyincluding school climate, student motivation,
trust within schools, and the coherence of the curriculum.
Theres no substitute for thinking hard about which school resources are most effective, and what
money can and cannot buy. The money myththat more money, including higher teacher
salaries, will solve our schooling problemsis too simple.
Opinions and conclusions expressed in the BusinessWeek Debate Room do not
necessarily reflect the views of BusinessWeek, BusinessWeek.com, or The McGrawHill Companies.

Teachers press fight for salary increase

October 7, 2014
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We wont give up our fight for salary increase, declared a group of teachers yesterday, vowing
to stage more protests to urge the government to grant their demand.
The Teachers Dignity Coalition (TDC) led some 3,000 public school teachers in a massive rally
marking what they called the National Day of Teachers Protest at the Bonifacio Shrine in
Manila to reiterate the call for salary increase. The protest action followed the celebration of
World Teachers Day (WTD) where private and public institutions praised the noble
profession.
The teachers group was pressing for a P10,000 across-the-board increase in the salaries of
education personnel. TDC National Chairperson Benjo Basas said that the group continues to
appeal to President Benigno Aquino III to consider our demand for a P10, 000 pay increase.
Months ago, the Department of Budget and Management (DBM) had announced that there will
be no salary increase in 2015.
NEGLECT AND EXPLOITATION
The National Day of Teachers Protest is a simultaneous event with protest actions in Visayas
and Mindanao. This event is both a celebration of the nobility of teaching profession and a
condemnation of the governments neglect and exploitation, Basas explained.

Aside from public school teachers, the rally was also attended by representatives of the National
Employees Union (NEU) of the Department of Education (DepEd), ATING GURO Partylist,
Parent Teachers Association (PTA) Federation, and private workers and employees unions who
are supportive of TDCs call for salary increase.
MAKE A CLEAR STATEMENT
Basas, who is also a Caloocan City teacher, also challenged Aquino to make a clear statement
and do not let the secretaries [DBM Secretary Butch Abad and Communications Secretary Sonny
Coloma] do the talking.
SALARY UPGRADING BILL
TDC is demanding for the enactment of Additional Support and Compensation for Educators in
Basic Education bill which seeks to provide a P10, 000 across the board increase in the salaries
of teachers and DepEd employees. Basas said that the bill is based on the salary upgrading bill
that has become a perennial proposal in Congress since early 90s.
The salary upgrading bill seeks to raise the entry-level position of public school teachers under
the salary standardization law from salary grade 11 to a higher status, he explained.
AFTER TWO DECADES
This is just consistent with the findings of the joint education committee, which in 1991 said
that the teachers entry-level position should be in salary grade 17. Yet, after more than two
decades, the recommendation of the most extensive study of Philippine legislature in the state of
public education remains to be disregard. Basas said.
STATUS OF TEACHERS
Basas acknowledged that the group is thankful and appreciative of the Salary Standardization
Law-3 (SSL-3) which provided a salary increase not just for teachers but all the government
employees in the period of 2009 to 2012. But he lamented that it is unfortunate that this law
does not rectify the errors of SSL-1 of 1989, particularly the supposed improvement on the status
of teachers under the new salary scale.
TDC is criticizing the SSL-3 which pegged teachers entry level salary to salary grade 11
which he said is still the lowest pay for a government professional.
INCREASE IN SALARIES
Basas cited the provisions of SSL-3 that gave only 30 percent increase in salaries of DepEd
clerk and only 54 percent for teachers, while the law upgraded the salaries of DepEd directors
and assistant secretary to as high as 138 percent of what they receive prior to SSL-3.

While the 2015 national budget has been set, TDC members said they will never lose hope and
still believe the President would listen to them especially that they have just celebrated the WTD.
Basas said that the majority of the Filipino people including teachers have voted for Aquino.
Now is your chance to prove that you have a heart for teachers and the education sector, Basas
said. This will be your gift to the Filipino teachers for the 2014 WTD celebration which is a
very special day for us, he added.
SUSPENSION OF K- TO-2 PROGRAM
Aside from the P10,000 increase, TDC is also calling for the suspension of K to 12 Program, the
reduction of taxes especially for teachers bonuses, and the enactment of the optional election
duties of public school teachers.
DEPED SUPPORT
Meanwhile, Education Secretary Armin Luistro said that he continuously supports the call of
teachers for a salary increase. DepEd will continue to be on the side of our teachers in
advocating their welfare, said Luistro during an interview at the the national celebration of the
WTD in Victorias City, Negros Occidental.
Luistro declined to comment on the teachers claim that DepEd is not giving its full support for
their demand for salary increase. Id rather not comment on it [but] what I can tell you is that
DepEd as a department is doing what it can for our teachers. But we cannot expect that 100
percent will agree to it, he said. (Ina Hernando Malipot)
Read more at http://www.mb.com.ph/teachers-press-fight-for-salaryincrease/#T88KhULyAij82Aot.99
ALLIANCE OF CONCERNED TEACHERS - PHILIPPINES
2/F Teachers' Center Building, Mines st. corner Dipolog st., Brgy. VASRA, Quezon City
Tel.Fax: (+63 2) 453 9116, (+63 2) 426 2238
E-mail: act_philippines@yahoo.com, actphilippines@gmail.com
Mobile: Mr. Benjamin Valbuena, ACT Chairperson (+63 916 -229 4515)
Ms. Francisca Castro, ACT Secretary-general (+63 917-8502124)
PRESS STATEMENT
June 4, 2014
For Reference: Benjie Valbuena
National Chair
Alliance of Concerned Teachers
(+63 916 -229 4515)

Teachers vs BS Aquino: The War is On for Salary Increases for Teachers

and Employees!
Teachers under the Alliance of Concerned Teachers were angry by Colomas
announcement again that there are no enough funds to cover its cost . The
initial rush of activities on the day of school opening showed the teachers
resolute will to fight out a just demand for salary increases. From the
mountains of Cordilleras to the far end of Southern Mindanao, teachers wore
their black armbands, hanged streamers, rallied on the streets and on the
gates of Malacanan Palace itself with a single message: Increase teachers
and employees salaries, now!!
We deserve every single centavo that we have been demanding from this
heartless and unproductive President in the halls of Malacanang, Mr. Benjie
Valbuena, President of the Alliance of Concerned Teachers said. Teachers
demand for a living wage is long overdue. BS Aquino must not claim that there
were salary increases during his term. He is obliged to implement the law that
teachers have fought for during GMAs term.
Hence, teachers have no obligations whatsoever to thank him in the first
place. What we know is that under his term, our living conditions and that of
the majority of the Filipino people have worsened, Mr. Benjie Valbuena added.
His policies that favored the rich and powerful, the US aggressors through a
one sided EDCA and laws that have literally sold out our Motherland to his
imperialist masters. But there is money in abundance in the tune of 1.3 trillion
pesos for the Pork Barrel King, BSAquino himself.
No amount of sweet words even from Luistro can soften the teachers will to
go on mass leave if during the State of the Nations Address (SONA)
nothing was allocated for salary increase for teachers and employees in the
proposed 2015 National Budget, Mr. Benjie Valbuena ended.
ALLIANCE OF CONCERNED TEACHERS - PHILIPPINES
2/F Teachers' Center Building, Mines st. corner Dipolog st., Brgy. VASRA, Quezon City
Tel.Fax: (+63 2) 453 9116, (+63 2) 426 2238
E-mail: act_philippines@yahoo.com, actphilippines@gmail.com
Mobile: Mr. Benjamin Valbuena, ACT Chairperson (+63 916 -229 4515)
Ms. Francisca Castro, ACT Secretary-general (+63 917-8502124)

PRESS STATEMENT
June 3, 2014
For Reference: Benjie Valbuena
National Chair
Alliance of Concerned Teachers
(+63 916 -229 4515)

Teachers to Aquino: Pork funds are more than enough to cover salary
increase of teachers and employees
The Alliance of Concerned Teachers reiterates its call for the immediate enactment of a law that
will increase teachers and non-teaching personnels salary and calls for the immediate abolition
of all pork barrel funds which is solely under PNoys control.
His (PNoy) claim that he is against corruption seems to be just a gimmick as many of those
implicated in the pork barrel scam are his allies, friends and some even works for him in the
Cabinet. Will a leader against corruption allow corrupt people to work with him? I guess the
answer is clear, ang kurakot ay makikipagtrabaho lamang sa kurakot, said Mr. Benjie Valbuena,
ACT National Chairman.
With Janet Napoles submission of her list of politicians and government officials involved in the
pork barrel scandal to the Department of Justice and Senate, two of PNoys cabinet secretaries
were included namely Secretaries Abad of Department of Budget and Management and Alcala
of Department of Agriculture.
Our demand for salary increase is being dismissed easily by this present administration citing
that there are no enough government funds to cover the cost of the increase and that it will
cause budget deficit. No money for teachers, but billions are there for his friends and allies
(which includes Alcala and Abad) to put in their pockets. Maybe it is the reason why Sec. Abad
is against our demand for increase because he is afraid that the fund he might corrupt will be
lessened.
Secretary Alcala on the hand seems to have converted the entire agriculture department of
agriculture into a big milking cow as most of the projects involved in the pork barrel scandal
went through the department. Ang kapal ng mukha nyang gawin ito samantalang namamatay
na sa gutom at hirap ang mga magsasaka! lamented Mr. Valbuena.
These two officials have not reason stay in their position anymore. They need to go. Magresign na sila unless gusto nilang kuyogin pa sila ng mamamayan, ended Mr. Valbuena.

From:
http://www.solarnews.ph/news/2014/06/02/teachers-threaten-mass-leave-withoutpay-hike#.U40dZnKSwxd

Published: Mon, June 02, 2014

Teachers threaten mass leave without pay hike

Public school teachers seek a salary increase from P18,000 to P25,000 monthly.
(Image captured from a Solar News video clip)
Public school teachers seek a salary increase from P18,000 to P25,000 monthly.
(Image captured from a Solar News video clip)
It's either a salary increase or a mass leave.
This was the warning aired by about a hundred public school teachers who stormed
Mendiola in Manila Monday afternoon (June 2).
Benjie Valbuena, national chairman of the Alliance of Concerned Teachers (ACT),
lamented that the entry level salary of teachers should increase to P25,000 monthly
from the current P18,000 to allow them to make ends meet.
He said the protest action was only the first of a series of what he called a "sustained
heightening form of action" which could culminate in a mass leave of public school
teachers if no action is taken on their demand in the next few months.
He added that this could translate into 55,000 teachers not reporting for work in the
National Capital Region (NCR) alone.
Malacaan has said it is open to a wage hike - but probably by next year.
In the meantime, Secretary Edwin Lacierda, presidential spokesman, appealed to the
group to consider the plight of students who will bear the brunt of a nationwide mass
leave of teachers.
Lacierda explained that teachers' salaries are covered by the Salary Standardization
Law, along with the salaries of all government employees.
The last tranche of the salary adjustment mandated by the law will be carried out this
year - with a monthly pay of P18,549 for Level 1 public school teachers.
- Solar News with reports from Dave de Castro and Ina Andolong

Back to school
By Neil Honeyman
An Independent View
Monday, June 2, 2014

SUMMER is over.
About 20.9 million students return to school today.
The Alliance of Concerned Teachers (ACT) will welcome the opening of classes by
having a nationally-coordinated protest. They are seeking an increase in their basic

salary from P 18,549 (which is the Civil Service Salary Grade 11) to P25,000 per
month, and that of the non-teaching staff from P 9,000 to P 15,000 per month.
Gualberto Dajao, ACT regional president, says there has been no salary increases
for teachers. Is this true? Now that teachers are on the standard Civil Service pay
scale, then surely they receive salary increases in line with other civil servants.
Anyhow the ACT-Western Visayas says that teachers will assemble in front of Rizal
Elementary School at 5 p.m. today and will march to the Fountain of Justice at
Luzuriaga Street, Bacolod City.
How many teachers will attend?
I am not sure how many teachers belong to the ACT which has a party-list member of
the House of Representatives, Antonio Tinio. He has authored House Bill 245 seeking
the salary increases. Senator Trillanes also supports the idea of teachers being paid
much more and has proposed that they are placed on Salary Grade 20 which
corresponds to P36,000 per month.
Private schools are being challenged by the salaries being paid to public school
teachers. The steady exodus of teachers from the private to the public sector will
increase if the ACT demands are met.
Private schools experience cost increases which have to be passed on to those who
send students to these schools. The Department of Education (DepEd) sends out an
annual directive to the private schools stating that 70 percent of any fee increases
should be allocated to teachers salaries. I do not believe that private schools always
obey this instruction, partly because the private schools cost structure is substantially
different from the public schools. Private schools spend more on security and on
maintaining and enhancing their buildings. Some private schools even have airconditioning.
DepEds lack of effective response to the damage caused by Yolanda is
disappointing. The typhoon struck in early November 2013 while the 2014 budget
was still being discussed in Congress. Budgetary constraints are being used too often
by DepEd to not undertake urgent tasks.
DepEd has a budget allocation of P337 billion for 2014. This should be enough to
build the schools and classrooms necessary to implement our compulsory education
system. It is regrettable that much time is wasted by soliciting funds from various
worthy bodies when the funds should be made available direct from DepEd.
Last week, for example, it was announced that public elementary and high schools in
Bacolod City will receive classrooms funded by the Philippine Amusement and
Gaming Corporation (Pagcor), the Bacolod Filipino-Chinese Chamber of Commerce
Industry, and the Filipino-Chinese community. Why arent these classrooms paid for

by DepEd? It has the money. It involves expensive time-wasting when the begging
bowl is passed around charitable organizations.
DepEd Secretary Armin Luistro says that teachers salaries would be increased so
long as there is adequate funding. Luistro needs to show decisive leadership. If he
thinks teachers should be paid more, he should put his proposal in the 2015 budget
which is now being prepared. He will be challenged by his cabinet colleagues who
have their own departments to run, and by Congress.
DepEd needs professional management.
From:
Sunstar June 2, 2014
http://www.sunstar.com.ph/bacolod/opinion/2014/06/02/honeyman-back-school345965
On Salary Increase & Corruption
Government says it needs 5 billion pesos yearly to upgrade public teachers' salaries.
Peanuts! According to a World Bank study, the Philippines lose 100 billion pesos to
corruption, every year, on the average. Hinay-hinay sa kurakot pag may time para
may matira sa salary upgrading. No wonder, public school teachers are at the
forefront of the struggle against
-- Dr. David Michael San Juan, DLSU Manila

Teachers demand salary increase

By Maricar B. Brizuela
Philippine Daily Inquirer
4:52 am | Tuesday, June 3rd, 2014
MANILA, PhilippinesAround 100 public school teachers and members of militant
groups pushed for a salary increase for educators during a rally in Mendiola, Manila,
on Monday afternoon, the first day of the school year.
The Alliance of Concerned Teachers (ACT) Philippines together with student groups
that included Kabataan party list, National Union of Students of the Philippines
(NUSP), League of Filipino Students (LFS) and Anakbayan carried an oversized
mock report card marked with the letter F, which they said signified President
Aquinos failures in various fields of competency.
The report card was later burned by the protesters near the Mendiola Peace Arch.
ACT national chair Benjie Valbuena said the mass action was aimed at seeking a
solution to the perennial problems of public education in the
country.

We want to press the Department of Education and the present administration to

immediately enact a law increasing the wage of public school teachers and
employees, ACT party-list Rep. Antonio Tinio said in a speech during the rally.
In July, Tinio filed House Bill No. 245, which pushes for an increase in the minimum
monthly salaries of public school teachers, specifically, P25,000 for them and
P15,000 for nonteaching personnel.
But this April, President Aquino announced that there would be no salary increase for
government employees this year because of the lack of funds.
For high school teacher Marissa Peaflor, who has been teaching Math at Carlos P.
Garcia High School in Pandacan for almost 30 years, the basic salary given to
teachers is not enough to support their present needs especially now that she is
sending two of her children to college.
Peaflor recalled that it has been more than six years since her salary went up by
P6,000. This was during the term of then President and now Pampanga Rep. Gloria
Macapagal-Arroyo, she said.
We ask the President to increase the budget for education so that we teachers will
be able to support our needs, Peaflor told the Inquirer.
The 53-year-old high school teacher also noted that because of the tax deducted
from their monthly income on top of payments for loans they were forced to make, a
new teacher sometimes takes home only P3,000 a month.
For Valbuena, the proposed increase in the salary of teachers was not too excessive
and would not cause a budget deficit for the national government.
This increase will only cost around P3 billion in a year, a small amount compared to
the billions of public funds wasted in the hands of corrupt
politicians, he said.
The groups, who gathered at Mendiola, also slammed the Aquino administrations
continued incompetence in addressing education problems.
Valbuena shared that in the Calabarzon and Central Luzon areas, Camarines Sur,
Bacolod sand Bukidnon, class sizes grew from 50 to 90 students, almost double the
previous number.
He added that the problem of overcrowding was made worse by a shortage of books,
chairs, classrooms, facilities and even teachers, thus affecting the quality of
education in the whole country.
It was noted that in some schools such as Corazon Aquino Elementary School in
Quezon City, teachers had to split a normal-sized classroom into two in order to
accommodate at least 60 students.
Sometimes teachers are even forced to shell out money from their own pockets to
buy the basic materials needed for class, Valbuena said.

Read more: http://newsinfo.inquirer.net/607866/teachers-demand-salaryincrease#ixzz33p4fBH9Z

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house bills, in the news
The true abandonment (Philippine Daily Inquirer 4 June 2014 editorial)
[ 4 Jun 2014 | No Comment ]

The true abandonment

The Philippine Daily Inquirer 4 June 2014 Editorial
(Read full editorial here: http://opinion.inquirer.net/75280/the-true-abandonment )
It seemed that in the DepEds view, taking to the streets to call for an increase in pay
was tantamount to neglecting the millions of schoolchildren nationwide. Let us draw
the line at abandoning our children, it intoned. As educators and civil servants, let
us always keep the interests of our learners in mind.
That is an unfortunate, if not insulting, statement. Teachers, especially the publicschool variety, are among the most patient, docile people around. They toil in the
most parsimonious conditions, their classrooms, school supplies and general campus
facilities the perennial poor relations of vastly better-funded private schools. They are
obliged to manage classes whose volumes are beyond the viable norm, yet they
soldier on. During elections they do double-duty as vote-countersa perilous task
that puts them in the crosshairs of violent competition among political factionsand
even have to wait to be compensated for it.
And, since 2009, their entry-level pay has been pegged at P18,549lower even than
what fresh graduates initially get in the call-center industry. That last salary
adjustment five years ago raised the teachers pay by P6,523, but heres the cruel
catch: It wasnt given in one go, but in four tranches over four years, from 2009 to
2012. The adjustment mandated by law as due the public school teachers took years
to implement, and the paltry sum still had to be broken down into nearly negligible
installments.
Which other profession is subjected to indignities like this? Perhaps other
government employees endure the same excruciatingly slow improvements in work
benefits, but as opposed to, say, clerks in a mayors office, teachers surely deserve
greater attention because of the unique work they do: Their wellbeing translates
directly to the wellbeing of the children under their care. They cant teach kids
properly without proper training on their own, or adequate school facilities, or enough
remuneration to sustain them in mind and body. Certainly they cant be expected to
be motivated to do their jobs well, never mind excel, if their pay remains shockingly

low.
How much wage increase are the teachers seeking this time? From P18,549 to
P25,000. Is that too high a figure for such a consequential job as teaching the hope of
the motherland? The 1991 Congressional Commission on Education pegged the
minimum monthly salary that teachers should be receiving at even a higher figure
P28,000.
Malacaangs response to the teachers petition for a pay increase is quite hard to
take. There was no fund identified as source of the salary hike they are waiting for,
said Communications Secretary Herminio Coloma Jr. The same administration that
coughed up billions of pesos under a curious mechanism called the Disbursement
Acceleration Program now pleads penury when it comes to sparing a few million
pesos for the welfare of some 550,000 hard-up public school teachers across the
country.
May pera sa pork at korupsyon, pero wala sa edukasyon!
Increase salaries of public school teachers and non-teaching personnel! P25,000
minimum monthly salary for teachers, P15,000 for non-teaching personnel!
ENACT HOUSE BILL 245 NOW!

Solon joins education workers in

march for higher salaries
17 MARCH 2014 4 COMMENTS
PRESS RELEASE
14 March 2014
Reference: ACT Teachers Rep. Antonio
Tinio (09209220817)
ACT Teachers Party-List Rep. Antonio
Tinio joined teachers and non-teaching
personnel in basic and higher education
in a march from Morayta to Mendiola to
demand higher salaries for workers in
the education sector. The protest action
coincides with the budget preparation
phase, during which DepEd and CHED
along with the other agencies draft their
proposed 2015 budgets.
The education workers demand for a
minimum monthly salaries of P25,000
for teachers in basic education, P26,878
(Salary Grade 16) for faculty in SUCs,

.
PRESS RELEASE
30 April 2014
Reference: ACT Teachers Rep. Antonio
Tinio (09209220817)

Propose pay hikes for govt

employees in 2015 budget solon
to Aquino
On Labor Day, public school teachers and
other government employees banged on
the doors of President Aquino to heed
their long-standing demand for salary
increases.
ACT Teachers Party-List Rep. Antonio
Tinio filed in July 2013 House Bill 245,
which calls for at least P25,000 and
P15,000 monthly salaries for public school
teachers and non-teaching personnel,
respectively. The measure now has the
support of nearly half of the Lower House,
with more legislators expected to sign as

and an additional P6,000 in the base

pay of non-teaching staff. They demand
for increases in the bonuses and
allowances including chalk allowance
and PERA.
Lastly, they call for tax relief measures
that will make their earnings catch up
with the increase in the prices of basic
commodities. These include an increase
of basic personal and additional
exemptions to P75,000 and P40,000 per
dependent as well as the raising to
P60,000 the ceiling for tax-exempt
bonuses.
These demands, Tinio maintained, are
more than covered by the P945 billion
presidential and congressional pork
barrel still in the 2014 budget, which
funds are expected to be proposed
again in the next year.
We have said every year that the
biggest savings of government is on
teachers and other school staff, along
with those in other sectors, said Tinio.
This policy of tightening the belt of the
education sector forces teaching and
non-teaching personnel to live within
starvation salaries and bonuses, and
take on the workload of several persons
due to lack of items.
As early as now, we are banging on the
doors of DBM and Malacanang. We say
to themLet go of their pork and give
these public funds to those who should
benefit from them. Public monies are
best invested on the education of our
children and not line politicians
pockets. ###

co-authors when Congress resumes

session on May 5.
Public school teachers currently receive a
minimum salary of P18,549 monthly (SG
11), while non-teaching personnel receive
P9,000 (SG 1).
Tinio is also co-author to Anakpawis PartyLists HB 3015, which calls for a P6,000
hike in the minimum pay of public sector
workers.
Two years have passed since
government raised the salaries of its
employees but the ordinary Filipino is
battered daily by increases in the costs of
living, Tinio lamented, noting that, with a
P1,022 family living wage (NCR), the
P456 minimum wage forces families to live
on a deficit of P566 each day.
Government employees realize that their
just demand faces an administration which
has admitted its aversion to pay hikes.
Tinio noted that, as the Salary
Standardization Law 3 was enacted in
2009, Aquino has not yet effected any
salary increase until now, four years into
his term.
Our President therefore has a huge debt
to state workers.
Since his administration is now preparing
its proposed 2015 national budget, the
time is ripe for Aquino to pay that debt,
Tinio said. We challenge his
administration to propose to Congress a
provision for pay hikes in the 2015
budget.
Without this proposal, Tinio added, Aquino
should expect to be battered by protests
from state workers, including the 600,000strong bureaucracy from the public

education sector. ###

Higher pay for public school teachers

FROM THE STANDS By Domini M. Torrevillas (The Philippine Star) | Updated February 7,
2013 - 12:00am
17 153 googleplus0 8
We see public school teachers doing some moonlighting selling insurance policies,
garments, umbrellas, slippers, make-up kits, even hamburger and bibingka they painstakingly
prepare at home at night so they can supplement their meager salaries. They are compelled to
do so because their take-home pay is not enough to buy food for the kids, send them to school,
and pay the monthly rental and utility bills. As if doing such an unseemly task of vending isnt
enough, they lament not being paid on time by their suki, mostly lowly-paid teachers themselves
who can hardly make both ends meet. To top it all, they are compelled to take out loans against
their salaries, or resort to 5-6 bombays who charge usurious interests.
Teachers should not be burdened by non-teaching tasks. They should be constantly improving
their mentoring skills. They should have extra money to buy books and materials and attend
activities that enhance their knowledge of subjects they are teaching.
Its good to know that Aurora Rep. Edgardo Sonny Angara, chairman of the House committee
on higher and technical education, recognizes the plight of school teachers. On account of this,
he co-authored the Salary Standardization Law III (SSL III).
This law assumes particular importance at this time when the government is undertaking
ambitious reforms in the educational system.
Under this law, the government recently released the fourth tranche of salary increases for public
school teachers.
A new round of salary increases for public school teachers would complement efforts to institute
wide-ranging reforms in the educational system, such as the K to 12 scheme.
Opinion ( Article MRec ), pagematch: 1, sectionmatch: 1
A recent study by the National Economic Development Authority shows that SSL III has had
positive economic impact, with the salary increases throughout the four-year implementation of
the law resulting in real GDP growth and reduced unemployment without raising inflation rates.
The NEDA report underscored the fact that pay hikes between 2009 and 2011 through SSL III
attracted more highly-skilled, well-educated individuals into public service.

Another piece of legislation authored by the University of the Philippines and Harvard-trained
lawyer is House Bill No. 395, which seeks to upgrade the minimum salary level of government
teachers from Salary Grade 10 to 19. The measure is still pending before the House committee
on appropriations, but because of the recess in the houses of legislature on account of the
electoral campaign and election, the bill will have to be refiled in the 16th Congress.
Our public school teachers, according to Angara, are helping shape the future of the youth and
of the nation as a whole. The least we can do for them is to ensure that they are adequately paid
for their efforts.
Unfortunately, things have not been moving in the right direction. Last December, public school
teachers converged near Malacaang Palace in protest against the 50-percent reduction of their
Productivity Enhancement Incentive (PEI). The Department of Budget and Management had
released only P5,000 to them as PEI, instead of the usual rate of P10,000.
Thats a pity, says Rep. Angara, because as far back as 1966, we have had Republic Act No.
4670, or the Magna Carta for Public School Teachers. This law was intended to promote and
improve the social and economic status of public school teachers and their living and working
conditions, terms of employment and career prospects.
Teachers should be given priority importance, they being contributors to the mental development
and inculcation of right moral and ethical values in our pupils and students.
*

Daytime and night time, its pleasant walking around W Global Center in Bonifacio Global City.
The architectural landscape makes one feel one Better yet, at BGC, the air is clean, trafficis in
New York City. good (except during the rush hour), and the atmosphere green and cheery. You
enjoy all this February 10, on Chinese New Year, as you walk towards your rendezvous at P.F.
Changs, at 30 cor. 9th street.
P.F. Changs is the latest local branch of the famous Chinese restaurant originating from
Scottsdale, Arizona, more than a decade ago, and which has now 200 stores worldwide including
Mexico, Puerto Rico, Kuwait and the United Arab Emirates. The first P.F. Changs in the country
is at the Corte, Alabang Town Center.
At an inaugural lunch a couple of weeks ago, our media group had Generous samplings of
appetizers like Spicy or Crispy Green Beans, Vegetable Dumplings, Crispy Pork Wantons, Egg
Rolls, the new Dragon Wings and Sichuan Chicken Flatbread.
Then we had the excellent P.F. Changs Vegetarian Lettuce Wraps, salt and Pepper Calamari,
Crispy Honey Chicken, Mongolian Beef, Dynamite Shrimps (so-called because of its really hot,
spicy ingredients), and Candied Walnuts.
We were all too sated to try the Emperors choice menu featuring premium dishes like Asian
Marinated NY Steak and Oolong Marinated Sea Bass.

There was a chorus of oohs over a specially made for P.F. Chiangs calamansi tea and a plate
of ice cream (imported from the mother company in the US no less) surrounded by paper
wrapped bananas, and the sinful Great Wall chocolate cake.
Bonifacio Global City is a great mix of office, residential and commercial establishments. And
P.F. Changs has a lot to offer people who want to unwind and enjoy really good food and
drinks, said Archie Rodriguez, the personable president and CEO of Global Restaurant the
restaurants local partner. Our latest locationConcepts, Inc., makes us a top choice for after
office gatherings and celebrations.
At our table Griffith Go, GRCI chief financial officer, , emphasized that the restaurant strictly
observes such standards as serving the freshest ingredients (meats and seafare, vegetables), not
serving food additives and training of efficient, cheerful personnel. At another table, Manuel
Zubiri, another officer, was entertaining our colleagues endless questions.
Like its first store in Alabang Town Center, P.F. Changs at Global City greets diners with two
huge terra cotta horses at its facade. The interiors reflect a bright blend of classic Chinese design
and modern bistro. The main dining areas feature recreations of five ancient hand-painted
Chinese murals. It has two function rooms for private dining, cocktail tables and a 12-seater high
table for a larger group. The restaurant can accommodate about 150 guests.
Griffith told us diners on Chinese New Year are entitled to a 20 per cent rebate for every P1,000
dine-in purchase, represented by two P100 warrior Deal cards. After this one-day offer, guests
can avail of the rebate upon their next visit to the restaurant.
***
After the first public appearance of Kompositor, the publication of its first book Pagbubunyi,
and the free debut concert attended by some of the countrys prestigious choirs in November last
year, Kompositor is launching its second series entitled Paggunita: Original Works for
Unaccompanied Mixed Chorus featuring texts inspired from the Lent and One of which is a
lovely Filipino poem written byEaster seasons. National Artist for Literature, Dr. Bienvenido
Lumbera.
On February 11, right after the 6 p.m. mass at the EDSA shrine, one can listen to magical music
composed by Joy Nilo, Jed Balsamo, Lester Delgado, Ronaldo Raz, and Alejandro Consolacion
II, complemented with a remarkable concert performance by the University of the East Chorale,
Mapua Cardinal Singers, Intervoices Chorale, Bel Suono Chamber Singers, and Philippine
Madrigal Singers. A book signing will follow after the program.
For more information on the Kompositor, visit http://www.kompositor.net
***

Poe wants P25,000 monthly pay for public school teachers

SHARES: 7074
VIEW COMMENTS
By: Maila Ager
@MAgerINQ
INQUIRER.net
06:31 PM August 8th, 2014

Senator Grace Poe. INQUIRER FILE PHOTO

MANILA, Philippines Neophyte Senator Grace Poe is seeking to raise the minimum
pay of public school teachers and nonteaching personnel in the elementary and
secondary levels.

Poe has filed Senate Bill No. 2310 seeking to increase the minimum pay of public
elementary and high school teachers from P18,549 to P25,000 a month, and from
P9,000 to P15,000 a month for nonteaching personnel.

The bill provides that the salaries of those occupying higher position, also in the
elementary and high school levels, should be adjusted accordingly.
ADVERTISEMENT

The initial funding needed to implement the proposed measure, the bill said, should
be sourced from the savings of the executive branch of government and other
possible resources that may be determined by the Office of the President.

Subsequent funds needed shall be included in the General Appropriations Act for
the year following the implementation of this Act, it further said.

Poe pointed out that the salaries of public school teachers do not compare
favorably with other occupations in government as a duly licensed teacher
occupying the entry level position of Teacher 1 earns P18,549 a month.

The current pay of the teachers, she said, was also unable to insure a reasonable
standard of life for themselves and their families.

This situation, he said, has pushed some of the countrys best teachers to seek
better pay and working conditions abroad.

Poe also noted the huge gap in salary levels of teachers in the country compared
with those abroad.

For example, Filipino teachers who choose to practice their profession in the United
States receive annual salaries ranging from P1.5 million to P2.1 million. Meanwhile,
an entry level Teacher 1 receives P241,137 annually, she said.

Sadly, due to the low pay, many of our teachers migrate to work not as teachers
but as domestic helpers, nannies or caregivers, Poe lamented.

Read more: http://newsinfo.inquirer.net/627527/poe-wants-p25000-monthly-pay-forpublic-school-teachers#ixzz3gcISPz2t

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July 27, 2014

State of Teachers under Aquino: more work, less benefit,
and a static salary
438 13 1264 1

After class, we are bringing home our students academic outputs for us to evaluate and assess.
We are also doing class preparations at home. It is ironic that we have no time to teach our own
children. France Castro, Alliance of Concerned Teachers

By ANNE MARXZE D. UMIL

Bulatlat.com
MANILA Denied of their rightful wages and benefits, public school teachers are now restless
and frustrated. Benjie Valbuena, national chairman of the Alliance of Concerned Teachers, said
they have been neglected under the administration of President Benigno S. Aquino III.
In four years of Aquinos presidency, teachers did not receive any salary increase. Our benefits
are being taken away if not reduced, Valbuena said in a press conference held Tuesday, July 22.
Valbuena also decried the implementation by the Department of Education (DepEd) of the
Results-based Performance Management System (RPMS), where teachers would be individually
evaluated based on the DepEds criteria. If teachers fail the evaluation for two consecutive
years, they can be terminated.
Taking away funds for DAP
According to Valbuena, funds allotted for hiring substitute teachers were taken away as part of
the Disbursement Acceleration Program (DAP) which was declared unconstitutional by the
Supreme Court.
April Val Montes, secretary general of ACT Teachers Partylist, said there is an allocated fund for
the hiring of substitute teachers every year. But because the funds were taken away for DAP,
public schools can no longer hire substitute teachers when a temporary shortage arises, such as
when a teacher is on sick or maternity/paternity leave. Instead, the teaching load is given as
additional work for other teachers without additional pay.
The system is like this: when a teacher is on leave, his or her class will be distributed to other
classes. We see that as a problem because what if that class already has a big number of students?
The students will have to be squeezed into what will be an even bigger class, said Montes.
In an interview with Bulatlat.com, Joselyn Martinez, secretary of ACT-NCR Union, said an
official from DepEd told them that P11 billion ($253 million) allocated for DepEd was removed
and transferred to DAP for fiscal year 2012-2013.
It was like stealing the childrens future. That money was allocated for students, for their chairs
and other facilities, for the substitute teachers, but the government took it away, she told
Bulatlat.com in an interview.
Backbreaking work
Teachers were supposed to receive their 2013 Performance-based Bonus (PBB) last March. But
Valbuena said they still have not yet received any bonus because of the RPMS, which the
government set as another prerequisite.
The RPMS policy is pursuant to Administrative Order (AO) No. 25 entitled Creating an Inter-

Agency Task Force on the Harmonization of the National Government Performance,

Monitoring , Information and Reporting Systems issued by the President on Dec. 21, 2011.
DepEd Order No. 33 provides that under AO 25, the RPMS is to be implemented in all
government agencies within the Executive Branch using a common set of performance
scorecard.
To be eligible for PBB, the performance of each agency shall be measured using indicators based
on the pillars of the RPMS.
Martinez said under the RPMS, teachers are required to reach their target output to have a 130
percent or Very Satisfactory rating.
We call it quota-based. Teachers must reach the criteria set by the DepEd. For example, in the
test results of students, if you reached 80 percent, you will only get 100 percent or Satisfactory
rating. If you reached the target of 90 percent or higher you will get a very satisfactory rating.
The teachers should also target more than four parent-teachers meetings to get the 130 percent
or very satisfactory rating. So the teachers are forced to do more than what they can do,
Martinez explained.
That is the reason why there is still no PBB up to now because we have to accomplish this
RPMS first. And that means another year without bonus, said Martinez.
The RPMS is designed to squeeze us beyond our limits by obliging us to have an output of 130
percent. Where in the world can you see a system wherein an employee is asked to have an
output that is beyond 100 percent? This is something very inhumane and is in violation of our
right to be treated rightfully. As a matter of fact, the present system already requires too much
from us, said France Castro, ACT secretary general.
Castro lamented that teachers have been doing their work even beyond working hours. After
class, we are bringing home our students academic outputs for us to evaluate and assess. We are
also doing class preparations at home. It is ironic that we have no time to teach our own children
because we bring home a lot of work, said Castro.
The teachers also slammed the additional work load they had to do for the Learners Information
System (LIS), a data base where the education profile of students can be accessed in the DepEd
website.
Each teacher with an advisory class has to encode their students information and upload it in
the DepEd Centrals website. But the uploading takes almost a century because all other
information from different parts of the country is also being uploaded in the website, said a
stressed Valbuena. He added that teachers are forced to upload files in the wee hours of the night,
which is way beyond their working hours.
Montes said that they have nothing against the data base, but it adds on more work load to
overstrained teachers. This is supposed to be clerical work, it would be ideal if the DepEd hires

an employee dedicated to this job only. But because of the rationalization plan where nonteaching personnel were laid-off from work, the teachers are left with more work to do.
Reduced benefits
The teachers have not only been suffering from low wages, said Valbuena. Their legallymandated benefits are also being reduced, all because of DAP. They are saying that the money
in DAP is from savings? This is not true. The truth is that they reduced our benefits and put it to
DAP.
He said their Performance Enhancement Incentive worth of P10,000 ($230.84) was reduced to
P5,000 ($115.42). Their annual Productivity Incentive Bonus (PIB) worth P2,000 ($46.17) would
be removed.
These bonuses are a big help for teachers. This is one way to augment our salary. And then the
government under Aquinos administration will just take it away, said Montes.
He also said that because of DAP, the Commission on Audit has been questioning the legalities
of the incentive that teachers have been receiving.
Valbuena said bonuses and incentives from local governments are also affected by the DAP
controversy. He cited that the incentives for Manila teachers and non-teaching personnel have
been abolished.
Louie Zabala, president of the Manila Public School Teachers Association (MPSTA), said
teachers used to receive P2,500 ($57.14) in incentives. Of this, P2,000 ($45.71) come from the
Special Education Fund (SEF) and P500 ($11.43) as local financial assistance. In 2012, then
Manila City Mayor Alfredo Lim abolished the $11.43 local financial assistance because the
Commission on Audit (COA) questioned the legality of the allowance. The Manila government,
according to Zabala, also plans to abolish the $57.14 incentive. Some schools have reported that
they have not received their incentives since January.
In Quezon City, more than 2,000 teachers protested the Quezon City Commission on Audits
issuance of Audit Observation Memorandum against the continued implementation of the rice
allowance for Quezon City public school teachers. Because of their action, Mayor Herbert
Bautista gave his commitment that the teachers rice allowance will not be abolished. Montes
said.
No salary increase
Valbuena lamented that the salaries of teachers cannot cope with the continuing spike in the
prices of basic commodities and utilities. He said they have long been demanding for a salary
increase, not only for teachers but also for non-teaching personnel.
But the Aquino government remains deaf to the clamor, not just from teachers, but from other
sectors.

Castro said ACT Teachers Partylist Rep. Antonio Tinio has filed House Bill 254, which will
provides for a salary upgrade of teachers, and was signed by 117 co-authors in the lower house.
Aside from these, she said, there have been eight other House Bills filed by different legislators
all for the salary increase of teachers and academic employees. Four other similar bills were also
filed in the Senate.
Valbuena said on July 28, thousands of teachers will gather on the streets to protest. With these
anomalies involving billions of public funds and Aquinos insensitive and indifferent attitude
toward our call for salary increase and additional funding for public education, we are ready to
take to the streets on the day of Aquinos State of the Nation Address.
We will not simply sit down and listen to his rhetoric and excuses. We will join the broad
masses on the streets and we will continue to fight for our right to a decent and living wage. We
will join the call for the immediate prosecution of the people involved and who benefited in the
PDAF (Priority Development Assistance Fund) scam and the illegal DAP, he said.
Return the money and re-channel these to funding social services like education and health
programs, Valbuena said.
- See more at: http://bulatlat.com/main/2014/07/27/state-of-teachers-under-aquinomore-work-less-benefit-and-a-static-salary/#sthash.VVOoP34b.dpuf

Teachers, Performance Pay, and

AccountabilityWhat Education Should
Learn From Other Sectors
By John Heywood, Scott J. Adams, and Richard Rothstein | 2009

Click here to order

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Preface by Daniel Koretz

Series editors Sean P. Corcoran and Joydeep Roy
Read full text of this book in PDF format

Read press release

Purchase this book from EPI
$14.50
ISBN: 1-932066-38-1
Printed on acid-free paper
Manufactured in the United States of America

Table of Contents
Preface by Daniel Koretz
Introduction by Sean P. Corcoran and Joydeep Roy
Part I: Performance Pay In the U.S. Private Sector: Concepts, Measurement, and Trends
1.1 Introduction
1.2 Types of Performance Pay
1.3 Potential and Pitfalls for Performance Pay
1.4 measuring Performance Pay: U.S. Incidence and Trends
1.5 Performance Pay as a Share of Compensation
1.6 Conclusion
Endnotes
Bibliography
Part II: The Perils of Quantitative Performance Accountability
2.1 Introduction
2.2 Accountability by the Numbers
2.3 Conclusion
Endnotes
Bibliography
Acknowledgements
About the Authors
About EPI

Preface
by Daniel Koretz
Accountability for students test scores has become the cornerstone of education policy in the
United States. State policies that rewarded or punished schools and their staffs for test scores
became commonplace in the 1990s. The No Child Left Behind (NCLB) act federalized this

approach and made it in some respects more draconian. There is now growing interest in pay for
performance plans that would reward or punish individual teachers rather than entire schools.
This volume is important reading for anyone interested in that debate.
The rationale for this approach is deceptively simple. Teachers are supposed to increase students
knowledge and skills. Proponents argue that if we manage schools as if they were private firms
and reward and punish teachers on the basis of how much students learn, teachers will do better
and students will learn more. This straightforward rationale has led to similarly simple policies in
which scores on standardized tests of a few subjects dominate accountability systems, to the near
exclusion of all other evidence of performance.
It has become increasingly clear that this model is overly simplistic, and that we will need to
develop more sophisticated accountability systems. However, much of the debatefor example,
arguments about the reauthorization of NCLBcontinues as if the current approach were at its
core reasonable and that the system needs only relatively minor tinkering. To put this debate on a
sensible footing requires that we confront three issues directly.
The first of these critically important issues, addressed in the first section of this volume by Scott
Adams and John Heywood, is that the rationale for the current approach misrepresents common
practice in the private sector. Pay for performance based on numerical measures actually plays a
relatively minor role in the private sector. There are good reasons for this. Economists working
on incentives have pointed out for some time that for many occupations (particularly,
professionals with complex roles), the available objective measures are seriously incomplete
indicators of value to firms, and therefore, other measures, including subjective evaluations, have
to be added to the mix.
And that points to the second issue, known as Campbells Law in the social sciences and
Goodharts Law in economics. In large part because available numerical measures are
necessarily incomplete, holding workers accountable for themwithout countervailing measures
of other kindsoften leads to serious distortions. Workers will often strive to produce what is
measured at the expense of what is not, even if what is not measured is highly valuable to the
firm. One also often finds that employees game the system in various ways that corrupt the
performance measures, so that they overstate production even with respect to the goals that are
measured. Richard Rothsteins section in this volume shows the ubiquity of this problem and
illustrates many of the diverse and even inventive forms it can take. Some distortions are
inevitable, even when an accountability system has net positive effects that make it worth
retaining. However, the net effects can be negative, and the distortions are often serious enough
that they need to be addressed regardless. To disregard this is to pay a great disservice to the
nations children.
The third essential issue is score inflationincreases in scores larger than the improvements in
learning warrantwhich is the primary form Campbells Law takes in test-based accountability
systems. Many educators and policy makers insist that this is not a serious problem. They are
wrong: score inflation is real, common, and sometimes very large.

Three basic mechanisms generate score inflation. The first is gaming that increases aggregate
scores by changing the group of students testedfor example, removing students from testing by
being lax about truancy or assigning students to special education. The second, which is a
consequence of our ill-advised and unnecessary focus on a single cut score (the proficient
standard), is what many teachers call the bubble kids problem. Some teachers focus undue
effort on students near the cut while reducing their focus on other students well below or above
it, because only the ones near the cut score offer the hope of improvement in the numbers that
count.
The third mechanism is preparing students for tests in ways that inflates individual students
scores. This mechanism is the least well understood and most controversial, but it can be the
most important of the three, creating very large biases in scores. One often hears the argument:
our test is aligned with standards, and it measures important knowledge and skills, so what can
be wrong with teaching to it? This argument is baseless and shows a misunderstanding of both
testing and score inflation. Score inflation does not require that the test contain unimportant
material. It arises because tests are necessarily small samples of very large domains of
achievement. In building a test, one has to sample not only content, but task formats, criteria for
scoring, and so on. When this sampling is somewhat predicableas it almost always is
teachers can emphasize the material most likely to recur, at the expense of other material that is
less likely to be tested but that is nonetheless important. The result is scores that overstate
mastery of the domain. The evidence is clear that this problem can be very large. There is no
space here to discuss this further, but if you are not persuaded, I strongly urge you to read
Measuring Up: What Educational Testing Really Tells Us, where I explain the basic mechanisms
by which this happens and show some of
the evidence of the severity of the problem.
My experience as a public school teacher, my years as an educational researcher, and my time as
a parent of students in public schools have all persuaded me that we need better accountability in
schools. We wont achieve that goal, however, by hiding our heads in the sand. This volume will
make an important contribution to sensible debate about more effective approaches.
Daniel Koretz is the Henry Lee Shattuck Professor of Education at the Harvard Graduate
School of Education, Harvard University, and is a member of the National Academy of
Education.

Introduction
by Sean P. Corcoran and Joydeep Roy
With recent research in K-12 education highlighting teacher quality as one of the most important
school inputs in educational production, performance-based pay for teachers has been embraced
by policy makers across the political spectrum. In the 2008 presidential campaign, for example,
both Barack Obama and John McCain touted teacher pay reform as a necessary lever for raising
student achievement and closing the achievement gap (Klein 2008; Hoff 2008b).

The use of performance pay in education is not new (Murnane and Cohen 1986). But this latest
surge of interest differs from earlier waves in several key respects. First, we have much greater
scientific support for investments in teacher quality. Recent research has found that teachers
represent the most significant resource schools contribute to academic achievement, a finding
that has sharpened policy makers focus on teacher effectiveness (Hanushek and Rivkin 2006).
Second, todays school administrators possess a wealth of achievement measures that can be
easily linked to individual teachers. While initially intended for public reporting, these measures
have quickly found their way into teacher evaluation and compensation systems. Finally, new
and sophisticated statistical models of teacher value added have emerged that many believe
can be used to accurately estimate teacher effectiveness (Gordon, Kane, and Staiger 2006; Harris
2008).
Proponents of performance pay in education frequently point to the private sector as a model.
Where the traditional salary schedule fails to reward excellence in the classroom, it is argued,
performance pay is a ubiquitous and powerful tool in the private sector. (Eli Broad recently
asserted that he could not think of any other profession that does not have any rewards for
excellence (Hoff 2008a)). Were schools to explicitly link pay to student achievement (measured
through standardized testing), teachers would be incentivized to focus on results, and quality
would rise in the long run as high-productivity teachers gravitate into the profession (Hoxby and
Leigh 2004).
To be sure, private industry has a longer and richer history of pay-for-performance than public
schooling. Not-for-profit and governmental organizations have also experimented with
performance accountability systems for decades. But discussions of these experiences are
notably absent in the current debate over performance-based pay in education. Is performance
pay really ubiquitous among professional workers in the private sector? To what extent are
private sector workers compensated based on individual or group measures of productivity? How
should performance pay systems be designed? In what types of industries are performance pay
systems most effective? How have past performance accountability systems fared in the public
sector?
In the first of a series of reports intended to inform the debate over the use of performance-based
pay in Americas public schools, we compile here two timely and informative papers on
performance compensation and evaluation outside of education. In the first, Scott Adams and
John Heywood conduct one of the first systematic analyses of the pay-for-performance practices
in the private sector. Guided by a simple taxonomy of performance-based pay systems, Adams
and Heywood draw upon several large surveys of workers and firms to estimate the overall
incidence of performance-based pay in private industry. While they find that periodic bonus
payments are relatively common (and growing) in the private sector, they represent a very small
share of overall compensation and are generally not explicitly tied to simple measures of output.
Formulaic payments based on individual productivity measures are rare, particularly among
professionals.
In their analysis, Adams and Heywood draw upon several large surveys of workers and firms,
including the National Compensation Survey (NCS), National Longitudinal Survey of Youth
(NLSY), Panel Study of Income Dynamics (PSID), and National Study of the Changing

Workforce (NSCW). While none of these data sources are ideally suited for this task, the
conclusions that emerge from their combined analysis are remarkably consistent:
1. Pay tied directly to explicit measures of employee or group output is surprisingly rare in the
private sector. For example, in the 2005 NCS, only 6% of private sector workers were awarded
regular output-based payments. The incidence is even lower among professionals.
2. Non production bonuses, which are less explicitly tied to worker productivity, are common,
and their use has grown over time. However, these bonuses represent only a very small share of
overall compensation (the median share in the NCS and NLSY ranges from 2% to 3% of overall
pay).
3. The incidence and growth of bonus pay is disproportionately concentrated in the finance,
insurance, and real estate industries (true in the NCS, NLSY, and NSCW).
Additionally, male and non-unionized workers are much more likely to receive performancebased pay.
The low incidence of base or bonus pay tied to individual output does not, of course, imply that
private sector compensation is unrelated to job performance. It may be that career trajectories
movements into, within, and between firms, for exampleare what track worker productivity in
the private sector. To the extent this is true, these private sector career ladders should be an
important consideration for those designing competitive teacher pay systems.
Unfortunately, Adams and Heywood are unable to measure the relationship between private
sector career trajectories and individual productivity in their data. But what they do convincingly
show is that few professionals are compensated based on formulaic functions of measured
output. While many private sector workers earn bonuses, these bonuses represent only a small
share of total compensation, and are not necessarily tied to explicit measures of worker output.
This result is not surprising. After all, most modern professional work is complex, multi-faceted,
and not easily summarized by simple quantitative measures.
In the second part, Richard Rothstein reviews a long history of performance accountability
systems in the public and private arena. He begins by recounting the work of social scientists
Herbert Simon and Donald Campbell who long ago warned of the problems inherent in
measuring public service quality and evaluating complex work with simple quantitative
indicators. Through a series of historical examples he highlights countless examples of goal
distortion, gaming, and measure corruption in the use of performance evaluation systems.
Rothstein concludes that the pitfalls associated with rewarding narrow indicators have led many
organizationsincluding prominent corporations like Wal-Mart and McDonaldsto combine
quantitative indicators with broader, more-subjective measures of quality and service.
Rothstein argues that the challenges inherent in devising
an adequate system of performance pay in educationappropriately defining and measuring
outputs and inputs, for examplesurprise many education policy makers, who often blame its
failure on the inadequacy of public educators. In fact, corruption and gaming of performance pay

systems is not peculiar to public education. The existence of such unintended practices and
consequences has been extensively documented in other fields by economists, management
theorists, sociologists, and historians. Rothsteins study undertakes the important task of
introducing this literature from other fields to scholars of performance incentive systems in
education. It reviews evidence from medical care, job training, policing and other human
services and shows that overly narrow definitions of inputs and outputs have been pervasive in
these sectors performance measurement systems, often resulting in goal distortion, gaming, or
other unintended behaviors. Rothstein also discusses how these problems limit the use of
performance incentives in the private sector, and concludes by showing that performance
incentives run the risk of subverting the intrinsic motivation of agents in service professions like
teaching.
Together, these authors work provide important context for the implementation of pay-forperformance in education: the incidence of performance pay in the private sector and the
experience of performance measurement in both the private and public sectors. These studies
offer lessons which will be crucial in the debate over whether performance pay is suited to
education, and how we think about designing and implementing such a system. Later papers in
this series will review the history and experiments with performance pay systems in U.S.
education, critically analyze some of the most important merit pay systems currently in use by
school districts across the country, suggest alternative frameworks for teacher compensation, and
discuss how teachers themselves feel about pay-for-performance.
Bibliography
Gordon, Robert, Thomas J. Kane, and Douglas O. Staiger. 2006. Identifying Effective Teachers
Using Performance on the Job. Policy Report, The Hamilton Project. Washington, D.C.:
Brookings Institution.
Hanushek, Eric A., and Steven G. Rivkin. 2006. Teacher Quality, in E. A. Hanushek, and
F. Welch, eds., Handbook of the Economics of Education. Elsevier, 2006, pp. 1051-1078.
Harris, Douglas N. 2008. The Policy Uses and Policy Validity of Value-Added and Other
Teacher Quality Measures, in D. H. Gitomer, ed., Measurement Issues and the Assessment of
Teacher Quality. Thousand Oaks, Calif.: SAGE Publications.
Hoff, David J. 2008a.Teacher-pay issue is hot in DNC discussions. Education Week. August 25.
Hoff, David J. 2008b. McCain and Obama tussle on education. Education Week. October 22.
Hoxby, Caroline M., and Andrew Leigh. 2004. Pulled away or pushed out? Explaining the
decline of teacher aptitude in the United States. American Economic Review. Vol. 94, pp. 236-40.
Sean P. Corcoran is an assistant professor at New York University Steinhardt School of Culture,
Education, and Human Development.

Joydeep Roy is an economist at the Economic Policy Institute. His areas of focus include
economics of education, education policy, and public and labor economics.

Acknowledgements
EPI appreciates the Ford Foundationand Fred Frelow in particularfor supporting the
research in the Economic Policy Institutes Series on Alternative Teacher Compensation
Systems.
All of the authors of this volume want to express their gratitude to the Economic Policy
Institutes publications staffdepartment director Joseph Procopio, editor Ellen Levy, and
designer Sylvia Saabfor their dedication and hard work in the launching of this new EPI book
series.
Part I: Performance Pay in the U.S. Private Sector
The authors thank Daniel Parent for his helpful conversations and for sharing his estimates from
the PSID. They also thank Patrick OHalloran for assistance with the NLSY97. Anthony
Barkume and Al Schenk deserve thanks for their efforts in explaining the BLS Employment Cost
Index and for preparing several special tabulations used in this report. We acknowledge that
those special tabulations have not passed the usual BLS procedures for guaranteeing quality and
reliability. Heywood thanks both Michelle Brown and Uwe Jirjahn for histories of fruitful joint
work on performance pay. Both authors also thank the readers of various drafts of their study,
particularly Matt Wiswall, Marigee Bacolod, and Jason Faberman for their helpful reviews. None
of those mentioned are responsible for the results or opinions expressed here.
Part II: The Perils of Quantitative Performance Accountability
Part of this study was prepared for presentation at the conference, Performance Incentives:
Their Growing Impact on American K-12 Education, sponsored by the National Center on
Performance Incentives at Peabody College, Vanderbilt University, February 27-29, 2008.
Support for this research was also provided by the Campaign for Educational Equity, Teachers
College, Columbia University. The views expressed in this chapter are those of the author alone,
and do not necessarily represent the views of the Economic Policy Institute, the Campaign for
Educational Equity, Teachers College, Columbia University, or the National Center on
Performance Incentives, Peabody College, or Vanderbilt University.
I am heavily indebted to Daniel Koretz, who has been concerned for many years with how high
stakes can render test results unrepresentative of the achievement they purport to measure, and
who noticed long ago that similar problems arose in other fields. Discussions with Professor
Koretz, as I embarked on this project, were invaluable. I am also indebted to Professor Koretz for
sharing his file of newspaper clippings on this topic and for inviting me to attend a seminar he
organized, the Eric M. Mindich Conference on Experimental Social Science: Biases from
Behavioral Responses to Measurement: Perspectives from Theoretical Economics, Health Care,

Education, and Social Services, in Cambridge, Massachusetts, May 4, 2007. Several

participants in that seminar, particularly George Baker of the Harvard Business School, Carolyn
Heinrich of the Lafollette School of Public Affairs at the University of Wisconsin, and Meredith
Rosenthal of the Harvard School of Public Health were generous in introducing me to the
literatures in their respective fields, answering my follow-up questions, and referring me to other
experts. Much of this chapter results from following sources initially identified by these experts.
Access to literature from many academic and policy fields, within and outside education, was
enhanced with extraordinary help of Janet Pierce and her fellow-librarians at the Gottesman
Libraries of Teachers College, Columbia University.
Others have previously surveyed this field. Stecher and Kirby (2004), like the present effort, did
so to gain insights relating to public education. But their survey has attracted insufficient
attention in discussions of education accountability, so another effort is called for. Haney and
Raczek (1994), in a paper for the U.S. Office of Technology Assessment, warned of problems
similar to those analyzed here that would arise if quantitative accountability systems were
developed for education. Two surveys, Kelman and Friedman (20
07), and Adams and Heywood (this volume) were published or became available to me while I
was researching this chapter and summarized some of the same issues in a fashion which this
chapter, in many respects, duplicates. Susan Moore Johnson reminded me about debates in the
early 1980s about whether teachers intrinsic motivation might be undermined by an extrinsic
reward-for-performance system.
A forthcoming Columbia University Ph.D. dissertation in sociology, contrasting risk
adjustment in medical accountability systems with the absence of such adjustment in school
accountability, should make an important contribution (Booher-Jennings, forthcoming).
This chapter cites studies from the business, management, health, and human capital literatures,
as well as previous surveys of those literatures, in particular Baker (1992), Holmstrom and
Milgrom (1991), Mullen (1985), and Blalock and Barnow (2001). I am hopeful, however, that
this chapter organizes the evidence in a way that may be uniquely useful to education policy
makers grappling with problems of performance incentives in education.
This chapter has benefited from criticisms and suggestions of readers of a preliminary draft. I am
solely responsible for remaining errors and misinterpretations, including those that result from
my failure to follow these readers advice. For very helpful suggestions, I am grateful to Marcia
Angell, Julie Berry Cullen, Carolyn Heinrich, Jeffrey Henig, Rebecca Jacobsen, Trent Kaufman,
Ellen Condliffe Lagemann, Lawrence Mishel, Howard Nelson, Bella Rosenberg, Joydeep Roy,
Brian Stecher, and Tamara Wilder.
Pay for Performance: What Are the Issues?

Merit pay, performance pay, knowledge- and skill-based pay -- they are all making
news as alternatives or supplements to the traditional teacher step system. But
what do they mean for teachers? Education World talked with educators and

analysts about these three trends in teacher pay. Included: How do these pay-forperformance/skills systems work?

Pay for Performance For decades, teachers have climbed, step by step, up the
traditional pay ladder, automatically earning salary increases based on their
education level and years of service.

Around the nation, most school districts and teachers recognize that traditional pay
schedule for what it is -- an imperfect system. Yet, for many years, in community
after community, teacher salary talks often ended up focusing on ways to adjust
that system. Only in recent years has the salary-talk climate been more conducive
to discussions of alternative pay structures, structures that often involve
compensating teachers not just for how long they have been teaching, but how well.

The alternate proposals have various names: merit pay, pay for performance,
knowledge-and-skill- based pay, or individual or group incentive pay. While a few
districts have adopted or piloted one or a combination of some of those alternate
pay structures, more states are talking about performance pay than using it.

"There are hundreds of districts working on performance pay plans; many states
passed legislation requiring some type of performance pay for teachers, or some
portion of teacher pay," said Dr. Marc J. Wallace Jr., founding partner of the Center
for Workforce Effectiveness, which is allied with the Center for Policy Research.

Added Robert Weil, deputy director, education issues, for the American Federation
of Teachers (AFT): "Talking about it is easier than doing it. The biggest problem is
that people want to get to it next week, and then -- when they can't -- they move on
to something else."
A SYSTEM TAKES ROOT

So ingrained is the current pay system in most school districts that talking about
change is difficult, and making changes is excruciating. "Pay is a sensitive issue,"
Wallace said. "You have to get past the political agendas. Because there is a great
deal of confusion and fear surrounding it, it is hard even getting a rational
discussion going."

Pay for Performance

Education World examines the timely and often sensitive topic of pay for
performance in this four-part series. Read the other three installments:

What Went Wrong in Cincinnati?

A look at the crushing defeat of Cincinnatis ground-breaking teacher compensation
proposal.

Performance Pay Can Work -- Here's How

Examples of pay-for-performance plans that are working.

More States Brave Teacher-Pay Debate

Public, political sentiment prompt tries at performance pay.

The traditional U.S. teachers' pay system dates back to 1921, when it was
introduced in school systems in Des Moines, Iowa, and Denver, Colorado, according
to Allan Odden, director of theConsortium for Policy Research in Education (CPRE) at
the University of Wisconsin, Madison. CPRE has been involved in a teacher
compensation project, which is examining how alternative pay systems could be
used to improve classroom focus and practice and the role of compensation in
organizational development.

Equalizing salaries in the profession was the motivation for the step system, Odden
told Education World. At the time, female teachers made less money than male
teachers, minority teachers made less than white teachers, and elementary school
teachers made less than high school teachers. Longevity seemed the fairest way to
even out the pay scale.

"It was about the same time the private sector moved to seniority-based pay,"
Odden added. The system also provided incentives for teachers to further their
education. Most elementary school teachers had associate degrees; the salary
schedule could spur them to get bachelors degrees, and those with bachelors to
earn their masters.

Since then, teachers have had no incentives to change the system, Odden said.

"If you plan too aggressively in dealing with current peoples salaries, you can cause
difficulties," Eileen Kellor, a research staff member with CPRE, told Education World.
"It's hard to get change if you threaten people's pay. Communication has been a
really important issue; that is, how you educate people on a new pay system. You
have to explain that it is not designed as punitive."
SKEPTICISM, RESISTANCE

Besides coping with resistance from teachers about changing the pay structure,
developing and implementing a new system is both time-consuming and expensive
for school boards and unions.

"There are more costs associated with performance pay; you have to identify
performances, measure those, and it is more complicated," the AFT's Weil said. "You
have to ensure teachers it will be fair and objective; you are trying to make it
objective with the many different roles teachers play."

Advocates of performance pay often say that implementing it will attract more
people to the teaching profession and make those in the profession work harder,
according to Douglas Harris, an economist with the Progressive Policy Institute, who
has been studying performance pay for two years.

"The policies vary based on philosophies," Harris told Education World. "Like most
reform ideas, I think it depends how you do it. If you tie a lot of it to test scores, it's
not viable. It's hard to determine what a teacher contributes to test scores; there
are so many other variables involved with students. Because goals for educators are
so complicated, it's hard to settle on factors. We're trying to measure teachers'
contributions to learning."

At the same time, a salary structure with performance pay could benefit the
teaching profession, he said. "I think the idea of changing the system is a good one;
low salaries keep people out of the profession. We need a little more financial

incentive." Any new system, though, has to be flexible enough to pay teachers more
in high-demand subjects, such as mathematics and science, and in hard-to-staff
districts, such as urban areas, Harris added. "But salaries seem to be less of an
issue in urban areas than working conditions."
MEASURING THE UNMEASURABLE?

Others in and outside of education argue that any type of system tying salaries to
teacher performance or student outcomes is flawed because of a lack of objective
observers and objective criteria to evaluate a teacher's performance.

Among the questions under study: Is dynamic pay appropriate in education? If so,
where is it appropriate? Kellor said.

"It is not the same as business compensation," added Weil of the AFT.

"Merit pay [for teachers] does not work," said Odden of the CPRE. "Also, in the past,
they [the top teachers] have been identified through fuzzy criteria."

Timothy Dedman, policy analyst in the teacher quality department of the National
Education Association (NEA), said that unless certain criteria are met, the NEA
opposes merit pay. "We're afraid it could be used to discriminate," Dedman said.
"Administrators could look at incidents that had nothing to do with performance [in
determining salary increases]."

The NEA does support additional compensation for teachers in hard-to-staff districts
and those who earn national certification, added Dedman.

Brad Jupp, leader of the Denver Public Schools pay for performance design team,
said that its pay system, ProComp, assumes that teacher performance and student
outcomes can be evaluated objectively.

"We believe we can measure student learning with a degree of certainty," Jupp told
Education World. "The industry has to accept responsibility for its product."

The AFT's Weil said the union is not opposed to alternative pay structures, but
certain conditions have to be in place:

First thing; talk about commitment and make a commitment to a plan.

Take small enough steps to ensure the plan can move forward.
Develop a long-term goal.
Ensure there is ongoing funding for the plan.
Establish clear standards and objectives for teachers.
Make sure teachers are familiar with the standards and objectives.

"The best performance plans are standard operating procedure," Weil added.
Alternative Teacher
Compensation Systems
Four alternative teacher compensation systems that are in use or being discussed
around the country:

Merit pay: Individual teachers receive bonuses based on improvements in their

performance.
Knowledge- and skills-based pay: Teachers earn permanent increases for
acquiring new skills and applying those skills.
Performance pay: Teachers earn increases tied to improvements in students'
performance measured by standardized tests or other criteria.
School-based performance pay: All professional staff in a school earn a bonus if
students meet particular goals.

Article by Ellen R. Delisio

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Early Childhood Activity Bank Shoot for the Stars Sing songs and listen to
recordings about stars. Here are just a few popular favorites: "Twinkle, Twinkle Little
Star" "When You Wish Upon a Star" "I Only Have Eyes for You (Are the Stars Out
Tonight?)" "Catch a Falling Star"... Four Little Stars Use some of the above song
lyrics as writing/speaking prompts. Children can finish the sentence, create poetry,
or write a story. Youngest children can fill in the blank with different words as you
pause in the lyrics. For example: "When I wish upon a star, _____________" "Catch a
falling star and put it _________." FIND MORE ACTIVITIES Find more activities for
early childhood classrooms in these archives: Early Childhood Activities: By Time of
Year Early Childhood Activities: By Subject ABOUT SUE LaBELLA Sue LaBella,
Education World's former early childhood editor, is a former teacher who loves
writing activities and poems for young children. She lives in Connecticut with her
family and her bulldog named Daisy. Activities by Sue LaBella Education World
Copyright 2009, 2015 Education World 07/14/2015
Shoot for the Stars
Discovery Education: Technology Lessons For Grades 6-8 Discovery Education and
the Discovery Channel provide a useful organized list of professional development
tools for all grade levels. This week, wed like to focus on grades 6-8 and the
resources that exist for teaching technology. Clicking on this main link will bring you
to a search page where you will find 52 great resources that give a wide range of
both general and specific content supporting grades K-12. Mixed in with this K-12

content are specific tools particularly geared for middle school educators, and we've
highlighted some phenomenal ones below: Invention: Computer Technology: This is
a lesson plan that has students examining inventions and how they change the way
we live. The Ups and Downs of Technology: In this lesson plan, students will discusse
the features of, problems with, and solutions to Citicorp Center in New York City. It
follows the same outline as the lesson above and asks students to create a visual
timeline of the history of skyscrapers. A Sense for Technology: This lesson combines
American Sign Language with computer and Internet access. Its set up as a
scavenger hunt, where students look for 10 different words related to sign
language. Robots: The Robots lesson examines modern technology and how it
relates to medicine. Students will be able to explore how robots aid disabled human
beings. Three Gorges: The Biggest Dam in the World: This lesson explores how the
Three Gorges Dam works and how it benefits citizens in China. These five lessons
touch upon many important aspects of modern technology. Not only will students
reflect upon computer technologies, but other aspects of the technological world
that have helped to shape modern society. Each link includes supports around
lesson specifics like objectives, materials, procedures, adaptations, discussion
questions, evaluation, vocabulary, extensions, suggested readings, and links for
classroom use. Article By Navindra Persaud, Education World Contributor.
Discovery Education: Technology Lessons For Grades 6-8
Education World Round-Up: Summer Lesson Plans Beat summer brain drain by
engaging your kids with these easy lesson plans designed for the summer months.
Summer Reading There are few better ways to engage your children than to keep
them reading. While sometimes reading may seem like a drag, there are many
(free!) programs out there that make it fun. Check out Education World's list of
summer reading resources for this summer that include fun challenges for children
like reading to earn free movies or reading to unlock specific rewards. Resources for
summer reading projects Activities for a Rainy Day When your children are all
couped up because bad weather prevents outside activity, have no fear. For Older
Learners: Indoor Roller Coaster When bad weather gets in the way of an amusement
park trip, have your children build their own. Using simple household items, children
can use this lesson plan to learn about the mechanics behind roller coasters and
design their own. This is a great STEM activity and can be adapted for children ages
7 and up. Design a roller coaster For Older Learners: Where are We Vacationing?
Even if a vacation isn't in the future, have your children use the internet to research
and look up ideal vacation spots. Then, have them use maps to identify longitude
and latitude for the favorite spots they've picked. Not only will they be learning,
they'll also have fun being creative and doing a little traveling through the internet.
Where are we vacationing? For Young Learners: How Big are Dinosaurs? Use this
lesson plan to have your young child compare his or herself to the size of a
dinosaur. Do some research on dinosaur sizes and some measurements, and use
tape to compare the two. Your young learner will get a kick out of the size difference

and do some pre-historic learning at the same time. How big are dinosaurs? For
Young Learners: Turtle, Turtle What Do You See? All that's needed for this activity is
some paper and crayons. Have your child answer the prompt: "Turtle, turtle what do
you see? I see a ____________ looking at me" through a drawing. This activity can be
repeated and will get your child's creative juices flowing. Turtle, turtle what do you
see?
Compiled by Nicole Gorman, Education World Contributor 07/15/2015
Education World Roundup: Summer Lesson Plans on EdWorld
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Salary Increase
October 7, 2014 By Victorino Q. Abrugar 21 Comments

Classrooms in a public elementary school in Basey, Samar. This picture was taken 9 months after
Super Typhoon Yolanda.
I finished my elementary and high school studies in public schools. And just like a typical pupil
in a public school, I experienced bringing a bolo for cutting grasses, sweeping our classroom,
and walking in my tsinelas (slippers) going to school and back at home.
The World Teachers Day which was celebrated last October 5 has already passed, but for me,
our teachers should be appreciated every day. Our teachers play a major role in shaping our
country. Whatever subjects they are teaching, they produce Filipinos who become the builders
and leaders of our nation. Although Im not a government employed teacher by profession, I
have loved ones who work as such, and I can understand what they are going through.
There are already proposed bills that aimed to give public teachers in the Philippines an increase
to their current salaries and benefits. Unfortunately, these laws are still pending due to budgetary
considerations . My compassion goes to our dear teachers. And in my personal opinion, they are
more than deserving to receive higher wages and benefits. Here are 10 reasons why:
1. They work beyond the normal working time.
Full time teachers, whether working in public or private schools, dont just do their job inside the
classroom, they also bring home tasks, such as making lesson plans, making test questions,
checking test papers, and many more. You might be thinking that they are already free during
weekends, summer time, and semestral breaks, but truth be told, they can still be busy and
stressful in doing some extra jobs, like creating and submitting various reports to their immediate
superiors.
2. A public teacher is a super worker.
Believe it or not but a public teacher, especially in rural areas, does the job of a universal worker.
With the lack of budget allocated to our public schools, public teachers provide super labor for
our country. Our public teachers do not only teach but they also sometimes (or even often) do the
job of a nurse, a carpenter, a gardener, a janitor, a security guard, a solicitator, a canvasser, and
even an accountant (creating liquidation statements, disbursement summaries and other financial
reports).
3. They serve as the second parents to their students.
Aside from doing the jobs in #2, they also do the job of a parent. Students spend most of their
time with their teachers during school period. There are teachers who even know their students
more than by their parents. What Im trying to say is that teachers, like parents, carry a big
responsibility in teaching values, honing the skills, developing the talents, and shaping the future
of our youth. Teachers do not only help their students earn a diploma but also to earn a better life
in the present and future.
4. They resort to spending their own money to do their job well.
Public teachers in remote or rural areas are suffering from the lack of funding from the national
government. Consequently, they resort to spending their personal money to buy school supplies
and other stuff to effectively do their job as teachers. Moreover, since their pupils or students

came from poor families, they are the ones who often provide financial assistance to the poor
children. Teachers dont wait for the government to give baon, buy slippers, and help students
when theyre sick.
5. They make their students rich and famous while they remain poor and unrecognized.
Knowledge is power, and thats why it can make anyone rich or famous. Teachers who provide
quality knowledge or education help their students become rich and successful with their lives.
They teach students the necessary knowledge, skills, disciplines and principles to achieve their
goals. Isnt it just fair to give our teachers the compensation they deserve for producing
successful ones? Isnt it bizarre to see their students getting rich, having cars and owning luxury
houses while our beloved teachers remain poor (or ordinary) despite of their many years in
service?
6. Public teachers work in an inconvenient environment.
I considered myself as a teacher since I teach people online through my writing and coaching
activities. But Im still lucky because I work while sitting and typing on my laptop. On the other
hand, public teachers work while standing and talking for hours in an uncomfortable classroom
(are there air-conditioning units in our public classrooms?). Furthermore, public teachers in the
countryside need to go through an uncomfortable journey just to reach their assigned schools.
7. Teaching is one of the greatest professions of all.
Being a teacher is one the greatest jobs, if not the greatest, of all jobs in the world. Jesus was a
teacher. Buddha was a teacher. Teachers shape the lives of people and even the world. Isnt it
reasonable to upgrade the salaries of our teachers from good to great?
8. The government should not let our teachers leave our country.
Our teachers are valuable treasures that our government should keep. We should not let them
leave our country to find greener pastures abroad. But what can we do if our teachers can earn 78 times more if they will teach abroad, particularly in the US? Apparently, many Filipinos still
need quality education, and we cant afford to lose many of our quality teachers.
9. Education is one of the best investment our country can put in.
Quality education creates jobs, fights poverty and helps us achieve financial freedom.
Nationwide education also fights corruption, as it makes people become intelligent voters.
Knowledge may not be a tangible weapon and defense for our country but its definitely a
powerful advantage we can have to become a more competitive nation. So why not our
government boost its investment for our public teachers?
10. They truly deserve it!
Our public funds are allegedly used in unnecessary or undeserving expenditures. How many
billions are spent during elections? How many pesos did the administration allegedly disburse
just to oust their rival politicians? How many of our taxes are spent on repetitive repairs,
maintenance and reconstruction of low-quality roads and other public infrastructures? Can we
still say that our public teachers dont deserve a raise?

I know that not all public teachers are the same. There are those who are dedicated to their job
and there also teachers who are not serious with their job (this is normal in every profession). But
of course if they will enjoy a hike on their salaries and benefits, it will surely make them happier
and more motivated to work.
I know some teachers who dont care about the amount of money they receive from the
government as long as theyre happy serving the country and seeing their students become
successful. But whether theyre keen or not on a wage hike, giving them the benefits they
deserve will surely make them happier, more valued, and more appreciated.
Its time for our government to value Filipino workers, not only teachers, but also other
professionals, such as our soldiers, policemen, nurses, entrepreneurs and engineers. Have we
already forgotten that the most valuable asset of any organization is its people the human
resources? The people are the builders of our country. Buildings will fall but as long as we have
happy, strong and persistent builders, we can always rise as a nation.

DepEd welcomes P367-billion budget;

teachers insist on pay hike
by Ina Hernando Malipot
December 24, 2014
Share2.9K Tweet5 Share0 Email1 Share3K
Department of Education (DepEd) Secretary Armin Luistro welcomed the DepEds P367.1billion for 2015, which he said will further enhance and boost various efforts to improve the
quality of education nationwide.
President Benigno Aquino III signed P2.606-trillion national budget or Republic Act (RA) 10651
into a law on Tuesday, formalizing the budget allocation for the countrys biggest bureaucracy.
Despite DepEds optimism, many public school teachers deplored the fact that their demand for a
salary increase has not been addressed.
The biggest part of budget will go to salaries, teacher hiring and construction of SHS [senior
high school] classrooms, he explained. DepEd will enjoy an 18.6 increase from its 2014 budget.
DepEd is set to hire more than 39,000 teachers for next school year in line with its efforts to
address shortage of teachers in the countrys public elementary and secondary public schools.
Luistro said that DepEd will hire a total of 39,066 new teachers in 2015 with a budget of about
P9.5 billion. Included in the hiring are locally-paid teachers who are eligible and are included in
the ranking.

Luistro said that DepEd has allotted a P2 billion-budget for Human Resource Training and
Development for 2015.
Around P1.5 billion will [also] be used for retooling of teachers during our summer K to 12
training, Luistro said. The rest, he added, will be downloaded to the DepEd Divisions for their
in-service training for new teachers.
DepEd is also expected to construct 31,728 classrooms and repair of 9.500 classrooms with the
P53.9 billion allocation from the government which will also include the development of 13,586
water and sanitation facilities, and the procurement of 1.3 million classroom chairs.
Disappointed teachers
While DepEd is thankful for getting the biggest share of the 2015 national budget, many public
teachers are disappointed since there was no allocation for their long sought for salary increase.
With the exclusion of salary increase for next years budget, [President] Aquino is already
violating the provisions of Salary Standardization Law III (SSL III), said Alliance of Concerned
Teachers (ACT) National Chair Benjie Valbuena.
The SSL III, Valbuena said, states that a periodic review and adjustment of the government
employees must be done every three years to make sure that government employees are well
compensated.
Even the Magna Carta for Public School Teachers states that our pay should be able to accord
us decent form of living but unfortunately, since 2009, our salaries did not change at all, he
lamented.
Read more at http://www.mb.com.ph/deped-welcomes-r367-billion-budget-teachers-insist-onpay-hike/#0B6v8ULtdfH6lBUY.99

hy public school teachers deserve a salary

increase
Written by Anne Doblados

Tuesday, 25 November 2014 - Last Updated on November 30, 2014

inShare

Reynaldo Weber, 53 years old has been a public

school teacher for the past 33 years. He teaches Technology and Livelihood Education (TLE) in
F. Calderon Integrated High School in Manila. For the past 33 years, Reynaldo said his salary
cannot suffice for his familys needs. He said aside from his obligations, he too spends his own
money for his teaching needs.
Our salary is really not enough. I do sidelines like selling real estate and telecommunication
equipment just to augment for our lacking salary, Reynaldo said in an interview.
This year, teachers have strongly campaigned for their salary increase. The Alliance of
Concerned Teachers (ACT) for one has been pushing for the passage of House Bill 254 that will
increase public school teachers salary from the current P18,549 to 25,000 and non-teaching
personnel from P9,000 to P15,000. The teachers group said HB 254 authored by ACT Teachers
Partylist Rep. Antonio Tinio has already 117 co-authors and has other counter parts in the Senate.
Since the government of President Benigno S. Aquino III has been deaf and callous to the
teachers plea, they staged a one day sit-down strike last, Nov. 14.
According to Benjie Valbuena, national chairman of ACT, the sit-down protest was a success
even if school prinicipal threatened to sanction teachers who joined the protest.
Overworked, underpaid
According to ACT, public school teachers have been suffering from backbreaking work ever
since policies like Results-based Performance Management System (RPMS) and Learners
Information System (LIS) was implemented by DepEd this school year.
The RPMS policy is pursuant to Administrative Order No. 25 entitled Creating an Inter-Agency
Task Force on the Harmonization of the National Government Performance, Monitoring,
Information and Reporting Systems issued by Malacanang on Dec. 21, 2011.
Also, DepEd Order No. 33 provides that under AO 25, RPMS is to be implemented in all
government agencies within the Executive Branch using a common set of performance
scorecard.

To be eligible for Performance-based Bonus, the performance of each agency shall be measured
using indicators based on the pillars of the RPMS. Under this policy, a public school teacher is
required to reach their target output to have a 130 percent or very satisfactory rating.
In a statement, France Castro, secretary general of ACT said RPMS is designed to squeeze public
school teachers beyond their limits by obliging them to have an output of 130 percent. Where in
the world can you see a system wherein an employee is asked to have an output that is beyond
100 percent? This is something very inhumane and in violation of our rights to be treated
accordingly and rightfully.
She added, As a matter of fact, the present system already requires us too much. We are doing
our workloads beyond the working hours. After class, we are bringing home with us our
students academic outputs for us to evaluate and assess it. Aside from it, we are doing also allot
of class preparation matters at home. Nakakatawa nga isipin na kaming mga guro ay siya pang
walang oras upang turuan ang aming mga anak sa bahay dala ng napakarami naming daladalang trabaho mula eskwelahan.
Castro also said the RPMS system has been rejected in Australia after employees there launched
strikes against its implementation. It seems that we are only recycling policies and programs
already trashed by other countries. If DepEd really wanted us to perform well and raise the
quality of public education in country, all they need to do is simply increase its funding whereby
resolving the issues of shortages in personnel, classrooms, educational materials, equipment and
other facilities. (The government) should give sufficient, decent and living wage to its teachers
and employees. Clearly, RPMS is not the solution.
Teachers also criticized the LIS, wherein they are required to input their students information in
DepEd database where the education profile of students can be accessed in the DepEd website.
While there is nothing wrong in upgrading the information system, ACT said this kind of clerical
work should be delegated to non-teaching personnel.
Due to LIS, public school teachers complain of being up beyond midnight just to upload their
students information to the DepEd website. According to ACT, teachers reported that this affects
their performance in class the following day due to lack of sleep. It is also an added expense
because teachers provide their own laptop or computer and a monthly subscription of internet or
some teachers would rent in a computer shop.

Local allowances delayed

Teachers also complain of delayed local allowances, particularly in the case of Quezon City
public school teachers. In a report, Quezon City teachers and non-teaching personnel has been
not receiving their P2,000 monthly supplemental allowance and rice allowance of P1,500 a
month since July.
According to Priscilla Ampuan, president of the Quezon City Public School Teachers, the release
of their local allowance was stopped after it was transferred from Land Bank of the Philippines
(LBP) to BPI Globe Banko which requires the teachers to buy a Globe SIM card and purchase
the networks load in order for them to make use of the system.
We are very much disappointed with Quezon City government for continuously ignoring our
demands for the immediate release of the local allowance of the public school teachers,
Ampuan said in a statement.
With that system, things got complicated. Wala na nga kaming dagdag sahod, dinagdagan pa
ang gastos namin. Ang pinakamatindi, ngayon dahil sa palpak ang sistema ng BPI Globe Banko
na ito, delayed na for four months ang release nito. Dati, so long as dala namin ang ATM namin,
we always withdraw the allowance in any LBP branch without any additional cost. Ngayon,
kailangan namin ng bagong phone at regularly bumili ng load. Ginawa pang pagkakakitaan ang
kakarampot namin na allowance, Ampuan lamented.
No budget for salary increase
Despite teachers consistent protest actions and popular support for a salary increase, the
government did not allocate budget for teachers and non-teaching personnels salary increase in
the 2015 national budget.
Budget Secretary Florencio Abad said that there will be no salary increases for government
employees, including public school teachers, under the proposed 2015 budget. However, the
government will give two bonuses in 2015 a performance-enhancement bonus equivalent to a
months worth pay and a P5,000 performance-based bonus.

Valbuena said they are very much disappointed with the governments decision. Butch Abad
and BS Aquino are really hard on our demand blind and insensitive to our plight. They always
tell us that there is no enough money to cover the needed amount for teachers salary increase,
but they can allocate billions for pork barrel.

REPUBLIC ACT NO. 4670 June 18, 1966

THE MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS
I. DECLARATION OF POLICY COVERAGE
Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote and improve the
social and economic status of public school teachers, their living and working conditions, their terms of
employment and career prospects in order that they may compare favorably with existing opportunities in
other walks of life, attract and retain in the teaching profession more people with the proper qualifications,
it being recognized that advance in education depends on the qualifications and ability of the teaching
staff and that education is an essential factor in the economic growth of the nation as a productive
investment of vital importance.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall
apply to all public school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level
of instruction, on full-time basis, including guidance counselors, school librarians, industrial arts or
vocational instructors, and all other persons performing supervisory and/or administrative functions in all
schools, colleges and universities operated by the Government or its political subdivisions; but shall not
include school nurses, school physicians, school dentists, and other school employees.
II. RECRUITMENT AND CAREER
Sec. 3. Recruitment and Qualification. Recruitment policy with respect to the selection and appointment of
teachers shall be clearly defined by the Department of Education: Provided, however, That effective upon
the approval of this Act, the following shall constitute the minimum educational qualifications for teacherapplicants:
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education
(B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major
and a minor; or a Bachelor's degree in Arts or Science with at least eighteen professional units in
Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field
of specialization with at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific
area of specialization;

Provided, further, That in the absence of applicants who possess the minimum educational qualifications
as hereinabove provided, the school superintendent may appoint, under a temporary status, applicants
who do not meet the minimum qualifications: Provided, further, That should teacher-applicants, whether
they possess the minimum educational qualifications or not, be required to take competitive examinations,
preference in making appointments shall be in the order of their respective ranks in said competitive
examinations: And provided, finally, That the results of the examinations shall be made public and every
applicant shall be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional
preparation in any school recognized by the Government, no probationary period preceding regular
appointment shall be imposed if the teacher possesses the appropriate civil service eligibility: Provided,
however, That where, due to the exigencies of the service, it is necessary to employ as teacher a person
who possesses the minimum educational qualifications herein above set forth but lacks the appropriate
civil service eligibility, such person shall be appointed on a provisional status and shall undergo a period
of probation for not less than one year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as
provided under existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of
necessary civil service eligibility shall be extended permanent appointment for the position he is holding
after having rendered at least ten years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise
provided, no teacher shall be transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such
transfer may be effected by the school superintendent who shall previously notify the teacher concerned
of the transfer and the reason or reasons therefor. If the teacher believes there is no justification for the
transfer, he may appeal his case to the Director of Public Schools or the Director of Vocational Education,
as the case may be. Pending his appeal and the decision thereon, his transfer shall be held in abeyance:
Provided, however, That no transfers whatever shall be made three months before any local or national
election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his
transfer is finally approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the
Secretary of Education shall formulate and prepare a Code of Professional Conduct for Public School
Teachers. A copy of the Code shall be furnished each teacher: Provided, however, That where this is not
possible by reason of inadequate fiscal resources of the Department of Education, at least three copies of
the same Code shall be deposited with the office of the school principal or head teacher where they may
be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each
stage of any disciplinary procedure and shall have:
a. the right to be informed, in writing, of the charges;
b. the right to full access to the evidence in the case;
c. the right to defend himself and to be defended by a representative of his choice and/or by his
organization, adequate time being given to the teacher for the preparation of his defense; and

d. the right to appeal to clearly designated authorities.

No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of
his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a
committee composed of the corresponding School Superintendent of the Division or a duly authorized
representative who should at least have the rank of a division supervisor, where the teacher belongs, as
chairman, a representative of the local or, in its absence, any existing provincial or national teacher's
organization and a supervisor of the Division, the last two to be designated by the Director of Public
Schools. The committee shall submit its findings and recommendations to the Director of Public Schools
within thirty days from the termination of the hearings: Provided, however, That where the school
superintendent is the complainant or an interested party, all the members of the committee shall be
appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching
profession, or during its exercise, or in the termination of services, based on other than professional
consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable
married couples, both of whom are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their
professional duties, particularly with regard to teaching and classroom methods.
III. HOURS OF WORK AND REMUNERATION
Sec. 13. Teaching Hours. Any teacher engaged in actual classroom instruction shall not be required to
render more than six hours of actual classroom teaching a day, which shall be so scheduled as to give
him time for the preparation and correction of exercises and other work incidental to his normal teaching
duties: Provided, however, That where the exigencies of the service so require, any teacher may be
required to render more than six hours but not exceeding eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as his regular remuneration plus at least
twenty-five per cent of his basic pay.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, cocurricula and out of school activities and any other activities outside of what is defined as normal duties of
any teacher shall be paid an additional compensation of at least twenty-five per cent of his regular
remuneration after the teacher has completed at least six hours of actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work
performed in excess of eight hours a day shall be paid an additional compensation of at least twenty-five
per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this
section. Education authorities shall refuse to allow the rendition of services of teachers for other
government agencies without the assurance that the teachers shall be paid the remuneration provided for
under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar
qualifications, training and abilities;

(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their
families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher
qualifications and greater responsibility than others: Provided, however, That the general salary scale
shall be such that the relation between the lowest and highest salaries paid in the profession will be of
reasonable order. Narrowing of the salary scale shall be achieved by raising the lower end of the salary
scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum
to a maximum salary by means of regular increments, granted automatically after three years: Provided,
That the efficiency rating of the teacher concerned is at least satisfactory. The progression from the
minimum to the maximum of the salary scale shall not extend over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a
city, municipal, municipal district, or provincial government, shall not be less than those provided for
teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the
cost of living by the payment of a cost-of-living allowance which shall automatically follow changes in a
cost-of-living index. The Secretary of Education shall, in consultation with the proper government entities,
recommend to Congress, at least annually, the appropriation of the necessary funds for the cost-of-living
allowances of teachers employed by the National Government. The determination of the cost-of-living
allowances by the Secretary of Education shall, upon approval of the President of the Philippines, be
binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as
difficulty in commuting to the place of work or other hazards peculiar to the place of employment, as
determined by the Secretary of Education, they shall be compensated special hardship allowances
equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the
Philippines or its equivalent in checks or treasury warrants. Provided, however, That such checks or
treasury warrants shall be cashable in any national, provincial, city or municipal treasurer's office or any
banking institutions operating under the laws of the Republic of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of
teachers except under specific authority of law authorizing such deductions: Provided, however, That
upon written authority executed by the teacher concerned, (1) lawful dues and fees owing to the
Philippine Public School Teachers Association, and (2) premiums properly due on insurance policies, shall
be considered deductible.
IV. HEALTH MEASURES AND INJURY BENEFITS
Sec. 22. Medical Examination and Treatment. Compulsory medical examination shall be provided free of
charge for all teachers before they take up teaching, and shall be repeated not less than once a year
during the teacher's professional life. Where medical examination show that medical treatment and/or
hospitalization is necessary, same shall be provided free by the government entity paying the salary of the
teachers.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary
medical care with the right to be reimbursed for their traveling expenses by the government entity
concerned in the first paragraph of this Section.

Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of
employment injuries in accordance with existing laws. The effects of the physical and nervous strain on
the teacher's health shall be recognized as a compensable occupational disease in accordance with
existing laws.
V. LEAVE AND RETIREMENT BENEFITS
Sec. 24. Study Leave. In addition to the leave privileges now enjoyed by teachers in the public schools,
they shall be entitled to study leave not exceeding one school year after seven years of service. Such
leave shall be granted in accordance with a schedule set by the Department of Education. During the
period of such leave, the teachers shall be entitled to at least sixty per cent of their monthly salary:
Provided, however, That no teacher shall be allowed to accumulate more than one year study leave,
unless he needs an additional semester to finish his thesis for a graduate study in education or allied
courses: Provided, further, That no compensation shall be due the teacher after the first year of such
leave. In all cases, the study leave period shall be counted for seniority and pension purposes.
The compensation allowed for one year study leave as herein provided shall be subject to the condition
that the teacher takes the regular study load and passes at least seventy-five per cent of his courses.
Study leave of more than one year may be permitted by the Secretary of Education but without
compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the
nature of the illness demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service
requirements of the applicable retirement laws shall be given one range salary raise upon retirement,
which shall be the basis of the computation of the lump sum of the retirement pay and the monthly
benefits thereafter.
VI. TEACHER'S ORGANIZATION
Sec. 27. Freedom to Organize. Public school teachers shall have the right to freely and without previous
authorization both to establish and to join organizations of their choosing, whether local or national to
further and defend their interests.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding
Section shall be exercised without any interference or coercion. It shall be unlawful for any person to
commit any acts of discrimination against teachers which are calculated to (a) make the employment of a
teacher subject to the condition that he shall not join an organization, or shall relinquish membership in an
organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an
organization or because of participation in organization activities outside school hours, or with the consent
of the proper school authorities, within school hours, and (c) to prevent him from carrying out the duties
laid upon him by his position in the organization, or to penalize him for an action undertaken in that
capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the
formulation of national educational policies and professional standards, and in the formulation of national
policies governing the social security of the teachers.
VII. ADMINISTRATION AND ENFORCEMENT

Sec. 30. Rules and Regulations. The Secretary of Education shall formulate and prepare the necessary
rules and regulations to implement the provisions of this Act. Rules and regulations issued pursuant to
this Section shall take effect thirty days after publication in a newspaper of general circulation and by such
other means as the Secretary of Education deems reasonably sufficient to give interested parties general
notice of such issuance.
Sec. 31. Budgetary Estimates. The Secretary of Education shall submit to Congress annually the
necessary budgetary estimates to implement the provisions of the Act concerning the benefits herein
granted to public school teachers under the employ of the National Government.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the
exercise of his rights guaranteed by this Act or who shall in any other manner commit any act to defeat
any of the provisions of this Act shall, upon conviction, be punished by a fine of not less than one hundred
pesos nor more than one thousand pesos, or by imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules
inconsistent with the provisions of this Act are hereby repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or
any provisions not affected thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
Approved: June 18, 1966

Philippine Basic Education

A blog that tackles issues on basic education (in the Philippines and the United States) including
early childhood education, the teaching profession, math and science education, medium of
instruction, poverty, and the role of research and higher education.
"Bear in mind that the wonderful things you learn in your schools are the work of
many generations, produced by enthusiastic effort and infinite labor in every
country of the world. All this is put into your hands as your inheritance in order that
you may receive it, honor it, add to it, and one day faithfully hand it to your
children. Thus do we mortals achieve immortality in the permanent things which we
create in common." - Albert Einstein

Sunday, July 8, 2012

Teachers' Salaries Over K-12. P-Noy Urged

by Teachers' Dignity
NEWS RELEASE July 8, 2012
The Teachers Dignity Coalition (TDC) renewed this challenge to President Benigno
Aquino III amidst the discussion of several bills for teachers compensation pending
before the houses of congress.Benjo Basas, the groups chairperson stated This is
the high time to discuss the pending bills on teachers salaries and this is far more
important than the proposed K-12 program of the government.Basas noted that
several bills were proposed since the opening of the 15th Congress and the most
common are proposals that seek to upgrade the salaries of public school teachers
from the current Salary Grade 11 (SG-11) to higher positions under Salary
Standardization Law 3 (SLL-3), which the full implementation has been granted to
government employees last month. We appreciate any proposal that seeks to
augment the living of our teachers because this is a testament that the legislators
know what is due the teachers and the government recognizes its mistake for
putting us in the very low position in government classification.
Basas said that representative Trisha David has proposed an upgrading of teachers
salaries from SG-11, which currently stands at monthly rate of P18, 549 to SG-14 or
P23, 044. Meanwhile representatives Ivy Arago, Mitch Cajayon, Mark Mendoza,
Antonio Tinio and Rey Umali submitted their respective versions of the higher salary
upgrading bill from SG-11 to SG-15 or P24, 887. The same version of the bill was
separately introduced in the Senate by Senators Marcos, Revilla and Villar.
Various versions of the salary upgrading bill were also submitted in the House by
Rep. Sonny Angara (SG-11 to SG-19) or P33, 859 and the highest appraisal comes
from Pampanga representative Carmelo Lazatin (SG-11- to SG-22) or a monthly pay

of P42, 652. While in the Senate the former senator Zubiri pushed for SG-18 or P31,
351 and Sen. Trillanes bats for SG-20 or 36, 567 monthly.
All these proposals seek to augment the salary of entry level or Teacher-1position in
government schools while Sen. Alan Peter Cayetano revived the additional support
and compensation bill in the Senate. Said bill seeks to provide a P9000 monthly
increase for all teachers and education workers was the alternate bill for salary
upgrading, which in 2008 became the rallying point for teachers demand for salary
increase that resulted to the passing of SSL-3
It seems that lawmakers from all parties are united in their desire to provide better
compensation package for public school teachers and this is a statement that
Malacanang cannot ignore. The president should act swiftly on these proposals
instead of selling the idea to expand the basic education thru K-12, which is not only
unpopular, but ambitious, unnecessary and unrealistic as well. Basas furthered.
For the TDC and other teachers groups, K-12 would not resolve the problems of the
public education system and could only worsen its already dismal condition. If the
president is really sincere reforming the system of education, he should focus on the
teachers. All the scientific studies, including statutory principles and international
declarations conclude that the single most important factor in education is the
teacher. And therefore putting us in paramount consideration would drastically
translate into an improved quality of education output and the entire public school
system.
The TDC, which earlier stated that it would support the administration if P-Noy
would be responsive to the problems of education sector, would formally seek a
dialogue with the president to tackle the necessity of providing them better
compensation. #
Sumber : http://www.philippinesbasiceducation.us/2012/07/teachers-salaries-over-k12-p-noy-urged.html#ixzz3gcKOSXum