Promotion, compensation of ASL implementors

The Department of Education (DepEd) is urging all Schools Division/City Superintendents (SDSs) and District Supervisors to strictly observe/implement relevant policies and best practices on promotion and compensation of all ALS implementors.

This aims to ensure equal opportunities and standard implementation on the promotion and compensation of the ALS implementers.

The significant role that the ALS plays in achieving education sector targets should be

Teacher as provided for by the Department of Budget and Management (DBM), and recognized by the Civil Service Commission (CSC). Therefore, the generic term Teacher shall apply to all Mobile Teachers.

The District ALS Coordinator (DALSC) is also a DepEd teacher assigned either part-time or fulltime to the ALS. Therefore, the generic term Teacher shall likewise apply to all District ALS Coordinators.

next higher level as a Master Teacher, as a School Head or as a Supervisor at the district, division and regional levels based on the CSC qualification standards.

sional development packages awarded to regular teachers in terms of fellowships, scholarships and training opportunities in all learning areas of the basic education curriculum.

Teacher/DALSC is qualified to receive additional welfare compensation such as hazard, hardship, transportation and teaching aid allowances.

different teaching hours to meet the learning needs of the ALS learners, the Mobile Teacher/DALSC is entitled to earn leave credits and avail of the privilege of monetization of leave credits.

As a teacher who follows a flexible teaching schedule without summer vacation and different teaching hours to meet the learning needs of the ALS learners, the Mobile Teachers or the Division Alternative Learning System Coordinator (DALSC) is entitled to earn leave credits and avail of the privilege of monetization of leave credits.

Availment of such privilege must be pursuant to the guidelines prescribed under MEC Memorandum No. 12, s. 1982 entitled “Accumulation and Crediting of Leaves” and DECS Order No. 51, s. 1997 entitled “Amendatory Rules and Regulations Governing the Monetization of Leave Credits of Government Officials and Employees,” and in accordance with existing labor laws in the Philippines.

Majority of the students, years ago, was about the same age and attended tradition face-to-face classrooms.

At present, the undergraduate students range from 17-year-old high school graduates to 28-year-old “non-traditional” students.

There are times that 40-year-old single working mothers who may be taking the same classes as their own children are involved in a variety of classroom settings. In this group of students born between 1982 and 2000 are dubbed the “Millennial” generation.

The Millennial generation has characteristics unique to the digital age even they are not inherently different than any other student.

Millenials who were born from 1982 up to 2000 are the most diverse generation we have had to teach. Hence the approaches to teaching must be diverse. These millennials are expected to be engaged in their learning as they do not do well being passive learners.

If the school or the teachers have no facility or technology that will be part of their learning, these millennial students will go somewhere else where they can be engaged with, and interactive with, technology.

The technologies such as cell phones, computers, and the Internet are the comfort level of technology among the millennials and it must be the technology comfort level of their teachers.

The trend toward Millennials using iPods and laptop computers reflects their preference toward a more portable learning environment rather than desktop computers.

In communicating with their peers, millennials use texting and instant messaging (IM) and they also use this in setting up meetings and use email to clarify course information and expectations.

The technology such as the Internet allows students to express ideas that they would not have voiced in class. This is also their preferred method of conducting research.

Today, the learning preferences of the millennial student may not be the traditional approaches to teaching.

Online and electronic modes could enhance the lecture and traditional classroom and laboratory environments, albeit typical (and comfortable) from an educator’s point of view.

Hence, to become effective educators to millennial students, teachers should adopt the learning process through the use of modern technology.

The author is Head Teacher 1 at Sta. Cruz High Integrated School in Lubao, Pampanga