The introduction and implementation of the K to 12 Basic Education Program necessitated changes and revisions on existing DepEd programs to align them with the new curriculum. The K to 12 curriculum puts emphasis on capacitating learners with skills in doing their tasks and enriching these as they progress up to Grade 12. The curriculum takes into account societal factors and the learner’s developmental needs. They need to perform different tasks, confront personal and social issues, and eventually decide for their curriculum exit. A responsive and proactive program in addition to the existing academic programs must address these needs.

In 1998, Revitalized Homeroom Guidance (RHG) for secondary learners was created to answer the learners’ needs. However, certain considerations to make it more comprehensive, developmental, and proactive are deemed necessary.

Contemplating on the above-mentioned concerns, the Department of Education launches the Homeroom Guidance (HG). The program is relevant as it promotes rational thinking, healthy behavior, and positive disposition. Issues like academic failures, school dropouts, bullying, unhealthy sexual behavior, teenage pregnancy, drug addiction, online and social media addiction, and confusion in and/or poor career choice, and other challenges that beset our learners today were considered in developing the program.

These provisions were formulated based on relevant current literature, and in consultation with teachers, School Heads, and Guidance and Counseling experts. This will provide clear and functional understanding about the important processes in the implementation and the proper monitoring and evaluation of the program, which is an important component for its sustainability and continual improvement.

Based on the relevant literature and the practice in other countries, Homeroom Guidance is equivalent to Guidance Class, which is just a part of the Information Services of Guidance and Counseling Office (Villar, 2007; Mendoza, 2003). Aquino and Razon (1993) defined Homeroom Guidance as “an organized segment of the school's guidance services, which is given to a homeroom group usually a section or a class with a teacher-adviser as facilitator.” Hence, the term Guidance Class Curriculum or Guidance Class is the most common nomenclature.

Homeroom Guidance is a responsive program that equips learners with competencies to address issues not included in the formal learning areas but is very essential to their development. Learners who go through Homeroom Guidance have been found to have significantly decreased inappropriate behaviors and demonstrated positive attitudes toward school as compared to those learners who were not part of the School Counseling Program (Baker and Gerler, 2001). The study of Brigman and Campbell (2003) also showed that elementary and middle school learners who were part of the school counseling curriculum and group interventions that emphasized cognitive, social and self-management skills have consistently exhibited good performance in Mathematics and Reading. Furthermore, the study of Schlossberg et.al (2001) supported the effectiveness of Homeroom Guidance. They showed that there is a significant improvement in terms of learners’ behavior, attitude and knowledge in the areas of goal-setting, problem-solving, career exploration, and school resources. Further, the study of Carey and Dimmitt (2012) found that student’s success in school, academically and behaviorally, can be attributed to the student’s access to school counselor and comprehensive guidance programs and this is particularly true for students in high- poverty schools.

Based on the consultations conducted with the regional representatives and Guidance and Counseling experts, there is a great need for a program that advocates the developmentof skills along academic, personal and social, and career aspects. At present, Homeroom period is part of the class program, however, there is a need to update and improve its implementation. Some schools reported that Homeroom period is being used for classroom cleaning, extension of breaks, collection of reply slips, and the like. Clearly, the current practices do not aid the realization of the program objectives. More so, the consultation with different stakeholders, reiterated the significance of collaboration among home, school, and community to ensure the holistic development of learners. It has been raised that there should be a systematic and consistent monitoring and evaluation of the program to achieve its proper implementation.

To obtain the vision of the Homeroom Guidance, this document serves to guide the schools in:

a.       implementing the program properly to support the learners’ development;

b.       providing systematic process in the overall conduct of Homeroom Guidance;

c.   organizing resources needed in the program such as budget, manpower, facilities, learning materials, and other logistical needs; and

d.   articulating the scope and limits of the program including its monitoring and evaluation.

I.              The Homeroom Guidance’s Philosophy, Vision and Mission were rooted on the Department of Education’s Vision, Mission, and Core Values.

PHILOSOPHY

Homeroom Guidance believes that every learner is unique and has the ability to develop him/herself using his or her own learning and experiences from family, community, school and society. This shall be realized through the collaborative efforts of family, school, community, government, and other institutions.

VISION

Homeroom Guidance shall complement the Department’s goal which is to produce holistically developed Filipinos who are able to achieve academic success, demonstrate healthy behavior, exemplify positive disposition, and systematically plan their future. It shall produce learners who can work for the common good of society while upholding the international standards.

MISSION

Homeroom Guidance is dedicated to address the academic, personal/social, and career development needs of the learners in a developmental, comprehensive, and proactive manner. This shall be realized through the collaborative efforts of family, school, community, government, and other institutions.

          Homeroom Guidance is a developmental and proactive program that has standards and competencies that cut across all grade levels. The competency indicators are arranged from simple to complex and focuses on the development of higher order thinking such as analyzing and evaluating concepts, processes, procedures, and principles rather than just remembering.

A.     Academic Development Domain pertains to all academic related needs or concerns of learners. This serves as a guide to implement strategies and activities to support and maximize each learner’s ability to learn which include but not limited to creative and critical thinking, communication skills and problem-solving skills.

B.     Personal and Social Development Domain pertains to concerns or issues affecting learners’ individuality (self), relationship with others, and their interaction in community. It equips the learners with foundation for personal and social growth as they progress through school and into adulthood. This includes but not limited to intrapersonal and interpersonal skills, self-awareness, coping with emotions and stress, and resilience.

C.     Career Development Domain pertains to all occupational and world of work- related concerns and issues of learners. This involves the acquisition of skills, attitudes, and knowledge that enable them to make successful transition from school to the world of work, and from job to job across the life span. This includes but not limited to learners’ discovery of their interests, talents and skills, decision- making, problem-solving, planning and in exploring their career options and opportunities.

          Homeroom Guidance Curriculum is essential to ensure access to quality guidance and counseling services for all types of learners. Hence, different learning modalities will be made available in the implementation of the Homeroom Guidance program.

Seventy-five percent (75%) of the HG MELCs are from the Personal-Social Development Domain. These competencies pertain to concerns or issues affecting learners’ individuality (self), relationship with others and their interaction in community. It equips the learners with foundation for personal and social growth as they progress through school and into adulthood. This includes but not limited to intrapersonal and interpersonal skills, self- awareness, coping with emotions and stress, and resilience.

The remaining HG MELCs are composed of twenty percent (20%) Academic Development Domain and five percent (5 %) from the Career Development Domain.

Since this is not a formal learning area, Homeroom Guidance should not be part of the computation of grades by the end of each quarter. For S.Y. 2021-2022, it shall serve as enrichment activity that can be performed at home and in school or through other platforms with the help of guidance counselors /guidance designates, teachers, and parents.

In the process of choosing the MELCs the following criteria were also considered:

a. applicability to real life situations;

b. needs of the learners; and

c. complements learning competencies developed in other academic subjects.

          School

1.       School Head supervises and monitors the implementation of Homeroom Guidance and ensures that proper intervention for each learner will be provided. Specifically, the school head shall ensure the following:

a. planning for the annual HG implementation and monitoring;

b. preparing of timelines/calendar of activities, monitoring plan for the entire duration of the program, and inclusion of HG in the school forms (SF-9 and SF- 10);

c. allocating budget for Homeroom Guidance that is included in the School Improvement Plan (SIP) and Annual Implementation Plan (AIP);

d.   adhering to the stipulated loading of teachers and class programming for S.Y. 2021-2022;

e.       providing the necessary equipment (computer, printer, photocopier, risograph, etc.) and supplies (printing materials, office supplies etc.);

f.        strengthening partnership with stakeholders;

g. orienting the teachers, parents, learners, and other stakeholders;

h. creating mechanisms that would ensure efficient distribution and retrieval Homeroom Guidance modules and outputs;

i.        preparing and conducting of Homeroom Guidance Class Observation (Annex 1); and

j.        submitting the Homeroom Guidance School Implementation Report (Annex 2).

2.       Guidance Counselor or Guidance Designate serves as the program manager and ensures the correct content and pedagogy of Homeroom Guidance in school. Specifically, the Guidance Counselor or Guidance Designate shall ensure the following:

a.       assist the School Head in the planning for the annual HG implementation and monitoring;

b.       prepare the annual budget proposal on Homeroom Guidance implementation;

c.       conduct the orientation of teachers, parents, learners and other stakeholders;

d.   coordinate with the Class Advisers on the implementation of Homeroom Guidance;

e.   provide technical assistance to class advisers and other guidance services or interventions to learners without violating the provisions stipulated in the RA 9258 The Guidance and Counseling Act of 2004.

3.       Class Adviser serves as Homeroom Guidance implementer in the class. Specifically, the class adviser shall ensure the following:

a.       distribution, facilitation, and retrieval of Homeroom Guidance SLMs and outputs in different learning modalities;

b.   evaluation and discussion of Learner’s Development Assessment results to the learners and parents quarterly;

c.       accomplishment of SF-9 and SF-10 in accordance to the Learner’s Development Assessment results;

d.   referral of learner to the Guidance Counselor only if counseling intervention or other guidance services are needed; and

e.       collaboration with co-teachers and parents in developing the competencies of the learners at home.

Schools Division Office

Curriculum Implementation Division (CID), through the EsP Supervisor in coordination with School Governance and Operations Division (SGOD) through its Designated Guidance and Counseling focal person, serves as the division program manager of the Homeroom Guidance and coordinates with the Guidance Counselor/Guidance Designate of schools. Specifically, Schools Division Program Managers shall ensure the following:

a.       Curriculum Implementation Division – EsP Supervisor

a.1.  localize and indigenize the content and pedagogy (translation of SLMs to Mother tongue, creation of instructional videos, radio-based instruction and other blended learning materials)

a.2.  conduct orientation to the School Program Managers (School Head, Guidance Counselors /Designates and Class advisers) on HG Curriculum and Guidelines

a.3.  conduct monitoring of Homeroom Guidance (checking of school’s class program, teacher’s loading, school’s monitoring plan, school’s implementation/observation)

a.4.  consolidate and submit the Annual Division Accomplishment Report on HG Implementation;

b.   School Governance and Operations Division (SGOD) – Division Guidance Counselor/ Designate (preferably a Registered Guidance Counselor)

b.1.  provide technical assistance in the conduct of Homeroom Guidance Program; and

b.2.  conduct capacity-building to school Guidance Counselors /Designates and Class Advisers, in coordination with the Division EsP Supervisor.

Regional Office

The Curriculum and Learning Management Division (CLMD), EsP Supervisor in coordination with Education Support Services Division (ESSD), through its Designated Guidance and Counseling focal person, serves as the program manager in the region.

a.       Curriculum and Learning Management Division (CLMD) – EsP Supervisor

a.1.  conduct orientation of Division Program Managers (SDS, ASDS, Division EsP Supervisors, Division Guidance Counselor/ Designate, PSDS, School Heads)

a.2.  monitor the conduct of Homeroom Guidance;

a.3.  consolidate and submit the Regional Accomplishment Report on HG Implementation;

b.   Education Support Services Division (ESSD) – Regional Guidance Counselor/Designate (preferably a Registered Guidance Counselor)

b.1.  provide technical assistance in the conduct of Homeroom Guidance; and

b.2.  conduct capacity-building to Division Program Managers in coordination with Regional EsP Supervisor.

Central Office

1.       The Bureau of Curriculum Development (BCD) serves as the program manager in the Central Office. The focal person ensures the correct curriculum articulation and consolidates annual report on the conduct of Homeroom Guidance.

2.       The Bureau of Learning Delivery (BLD) ensures that appropriate pedagogical approaches are employed on how to deliver the curriculum content.

3.       The Bureau of Learning Resources ensures the availability of learning resources to the field units.

          Success and sustainability of the program will only be ensured if there is a systematic and adequate monitoring and evaluation. Monitoring and evaluation shall be done from September 2020 to July 2021 or as scheduled by the Department. Reports on the results of the monitoring and evaluation shall be submitted at the end of SY 2020 – 2021. The following are the offices and units, directly involved in the implementation and monitoring of this program:

School Level

The School Head leads the monitoring in coordination with the Guidance Counselor/Guidance Designate using the Homeroom Guidance School Observation Tool and Homeroom Guidance School Implementation Tool (See Annex 1 and Annex 2).

Schools Division Level

The Edukasyon sa Pagpapakatao (EsP) Supervisor under the Curriculum Implementation Division (CID) in coordination with the Guidance Counselor/Designate in the Division office leads the monitoring using the Homeroom Guidance Division Monitoring and Evaluation Tool (See Annex 3). Division monitoring results shall be submitted to the Regional EsP Supervisor.

Regional Level

EsP Supervisor under the CLMD in coordination with the ESSD Focal Person for Guidance and Counseling leads the monitoring in the Regional Level, focusing on the entire implementation of the Homeroom Guidance. They shall submit the Homeroom Guidance Regional Monitoring and Evaluation Tool (See Annex4) to the Bureau of Curriculum Development on or before July 12, 2022.

National Level

The Bureau of Curriculum Development leads the overall monitoring and evaluation of Homeroom Guidance. The Bureau representative shall consolidate the Homeroom Guidance Regional Monitoring and Evaluation Reports and coordinate the results to other bureaus of the Central Office that which may serve as reference for future enhancements of the program and related policies.

          Aquino, G.V. & Razon, P.U. “Educational Psychology: Rex Bookstore.1993

Baker, S. B., & Gerler, E. R. Counseling in Schools. In D. C. Locke, J. E. Myers, and

E. L. Herr (Eds.), The Handbook of Counseling, Thousand Oaks, CA: Sage Publications. 2001.

Brigman, G.A, Webb, L.D & Campbell, C. “Building Skills for School Success: Improving the Academic and Social Competence of Learners” 2007.

Carey, J., & Dimmitt, C. “School counseling and student outcomes: Summary of six statewide studies” Professional School Counseling, 16 (2), 146-153. doi:

10.1177/2156759X0001600204. 2012.

Mendoza, E.D., Guidance and Counseling Today: Rex Bookstore. 2003.

Schlossberg, S.M., Morris, J.D., & Lieberman, M.G. “The Effects of a Counselor-led Guidance Intervention on Learners’ Behaviors and Attitudes. Professional School Counseling”. 2001.

Villar, Imelda V.G., Ph. D. “Implementing a Comprehensive Guidance and Counseling Program in the Philippines. 2007.

RA 10533 “Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,” otherwise known as the “Enhanced Basic Education Act of 2013.”

RA 9155 “An Act Instituting a Framework of Governance for Basic Education, Establishing Authority and Accountability, Renaming the Department of Education, Culture and Sports as the Department of Education, and for other purposes”

RA 9262 “Anti-Violence Against Women and Their Children Act of 2004"

RA 7610 “Special Protection of Children Against Abuse, Exploitation and Discrimination Act"

DO 29, S. 2021 DepEd School Calendar for S.Y. 2021-2022

DO 21, s. 2019 Policy Guidelines on the K to 12 Basic Education Program

DO 25, s. 2013 Guidelines on the Conduct of Career Guidance Week for High School Learners Effective School Year (SY) 2013-2014

DO 40, s. 2012 DepEd Child Protection Policy

DO 52, s. 1998 - Guidelines on the Implementation of the Revitalized Homeroom Guidance (RHG) and the System of Rating and Reporting Learner Performance Under the RHG

DO 67, s.1997 - Implementation of the Revitalized Homeroom Guidance (RHG) for SY 1998-1999

Memorandum No. 86, s. 1959 “Clarification of the Guidance Provisions of the Revised Philippine Educational Program