(Enclosure to DepEd Order No. , s.

2023)
GUIDELINES ON THE EXPANDED CAREER PROGRESSION SYSTEM
AND RECLASSIFICATION OF TEACHING POSITIONS

I. Rationale

1. Section 5, Article XIV of the 1987 Philippine Constitution provides that the
State shall enhance the right of teachers to professional advancement and ensure that
teaching will attract and retain its rightful share of the best available talents through
adequate renumeration and other means of job satisfaction and fulfilment.

2. Republic Act (RA) No. 4670 or the “Magna Carta for Public Schools Teachers”
recognizes that the advancement in education depends on the qualifications and
ability of the teaching staff, and declares it a policy of the State to promote and
improve the social and economic status of public school teachers, their terms of
employment, and career prospects in order that they may compare favorably with
existing opportunities in other walks of life, and attract and retain in the teaching
profession more people with the proper qualifications.

3. Executive Order (EO) No. 5001 establishes “a system of career progression and
promotion of public school teachers that attaches a premium to classroom
effectiveness, and that allows teachers to remain in the classroom while advancing in
stature and compensation.” It also states that “classroom teachers shall be given the
option of choosing alternative career lines in School Administration or in Classroom
Teaching, for purposes of advancement,” and that the system of career progression
“shall provide for equivalence in duties, recognition, and compensation” for individuals
pursuing either career line.

4. The newly promulgated EO 174 on “Establishing the Expanded System of

Career Progression for Public School Teachers” and its Implementing Rules and
Regulations (IRR) authorize the creation of additional teaching ranks of Teacher IV to
VII, and Master Teacher V; define the career lines of teachers within the public school
system, in all levels from Kindergarten to Senior High School (SHS); and promote
professional development and career advancement among public school teachers
anchored on established professional standards.

5. In line with RA 67582 or the “Compensation and Position Classification Act of

1989” and the Senate and House of Representatives Joint Resolution No. 43, the
Department of Budget and Management (DBM) and Department of Education (DepEd)
jointly issued the DBM-DepEd Joint Circular No. ____, s. 2023 on the “Modified
Position Classification and Compensation Scheme and System of Career Progression
of Teachers in Public Elementary and Secondary Schools” to implement the modified
Compensation and Position Classification System (CPCS) consistent with EO 174. It
revises Chapter 6 of the “Manual on the Position Classification and Compensation”
issued through DBM Circular Letter No. 2007-6. It outlines the general guidelines on

1
“Establishing a New System of Career Progression for Public School Teachers” dated March 21, 1978
2
“An Act Prescribing a Revised Compensation and Position Classification System in the Government and for Other
Purposes” dated August 21, 1989
3
“Joint Resolution Authorizing the President of the Philippines to Modify the Compensation and Position
Classification System of Civilian Personnel and the Base Pay Schedule of Military and Uniformed Personnel in the
Government, and for Other Purposes” dated June 17, 2009

Page 1 of 35
the reclassification of positions in accordance with the Revised Guidelines on the
Reclassification of Positions per Budget Circular No. 2018-3.

6. Consistent with Section 4.3 of Budget Circular No. 2018-3 and DBM Circular
Letter No. 2007-6, the DBM-DepEd Joint Circular No. ____, s. 2023 maintains that
“[t]here is no distinction between the duties of one teaching position and those of
other teaching positions,” and “teaching positions are classified based on the personal
qualifications of the incumbents thereof rather than based on the preponderant duties
and responsibilities and qualification requirements of the positions.”

7. To remain attuned with the changes in the national and global educational
landscape brought about by the K to 12 Reform under RA 105334, the enactment of
RA No. 109685 or the Philippine Qualifications Framework (PQF) Act, the ASEAN
Integration, globalization, and the changing character of the 21st century learners,
DepEd, through DepEd Order (DO) No. 42, s. 20176 and DO No. 24, s. 20207, adopted
and implemented the redefined competency standards for teachers and school heads
encapsulated in the Philippine Professional Standards for Teachers (PPST) and the
Philippine Professional Standards for School Heads (PPSSH). The PPST and PPSSH
articulate the professional practice expected of a quality teacher and school head,
respectively, in the K to 12 Reform through well-defined domains, strands, and
indicators that provide measures of professional learning, competent practice, and
effective engagement.

8. Consistent with the State’s commitment to quality in basic education, DepEd

has embarked on a new basic education agenda called MATATAG: Bansang Makabata,
Batang Makabansa, comprising four (4) critical components as follows: (i) MAke
curriculum relevant to produce competent and job-ready, active, and responsible
citizens; (ii) TAke steps to accelerate delivery of basic education facilities and services;
(iii) TAke good care of learners by promoting learner well-being, inclusive education,
and a positive learning environment; and (iv) Give support to teachers to teach better.
Within the fourth component of the MATATAG Agenda, one of the priority programs is
the implementation of EO 174.

9. Faithful to the merit and fitness principle of the Civil Service Doctrine of the
Constitution, and the DepEd’s thrust to better serve its learners and stakeholders by
giving support to teachers to enable them to teach better, the Department hereby
issues this DepEd Order on the Expanded Career Progression System and
Reclassification of Teaching Positions. This policy provides for the internal
guidelines on the implementation of EO 174 and its subsequent issuances; and set
forth a systematic and competency-based process of reclassification of teaching
positions anchored on the established professional standards. Ultimately, this policy
is aimed at promoting professional development and career advancement of teachers,
ensuring that the organization retains its best talents by ensuring that renumeration
is commensurate to their qualifications and competencies and providing other means
of job satisfaction and fulfilment.

4
“An 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” dated July 23, 2012
5
“An Act Institutionalizing the Philippine Qualifications Framework (PQF), Establishing the PQF-National
Coordinating Council, and Appropriating Funds Therefor” dated July 24, 2017
6
“National Adoption and Implementation of the Philippine Professional Standards for Teachers” dated August 11,
2017
7
“National Adoption and Implementation of the Philippine Professional Standards for School Heads” dated
September 7, 2020

Page 2 of 35
 II. Scope

10. This policy provides guidance to Human Resource Management

Officers (HRMOs), Human Resource Merit Promotion and Selection Board (HRMPSB),
Finance, Administrative Officers, and Heads of Offices in the Regional and Schools
Division Offices, teachers, and other stakeholders on the implementation of the
Expanded Career Progression (ECP) System in DepEd pursuant to EO 174 and the
systematic and competency-based process of teacher promotion through
reclassification of teaching positions. It covers the basic principles and general policies
as well as the specific guidelines, tools, procedures, and criteria that shall govern the
entire reclassification process from application to appointment to the reclassified
position.

11. This policy shall exclude the process and criteria for recruitment, selection, and
appointment to Teacher I positions. The existing hiring guidelines for Teacher I
positions shall govern the original appointment to Teacher I positions, unless
otherwise repealed, modified, or amended by subsequent policies.

12. These guidelines cover the reclassification of the following positions in all
Elementary and Secondary schools, including SHS:

Class Level Salary Grade (SG)

Teacher I, II, III, IV, V, VI, VII 11, 12, 13, 14, 15, 16, 17
Master Teacher I, II, III, IV, V 18, 19, 20, 21, 22
School Principal I, II, III, IV 19, 20, 21, 22

As such, this policy shall apply to all teacher incumbents of the above-enumerated
teaching positions, holding permanent appointments, in all levels from Kindergarten
to SHS. It shall likewise stipulate the transitory provisions pertaining to the other
teaching positions with titles that do not conform to the position titles in the ECP
System.

13. This does not apply to positions belonging to the following job groups:

a. Guidance Counselors and Guidance Coordinators;

b. School Farming Coordinators;
c. Vocational Instruction Supervisors;
d. School Librarian I, II, III and other positions in the Library Service Group
assigned in schools, regardless of whether they are assigned at least one (1)
teaching load;
e. Teaching positions in non DepEd-managed schools and community learning
centers such as:
i. Philippine High School for the Arts (PHSA), National Academy for
Sports (NAS), and other schools and community learning centers
managed by DepEd attached agencies;
ii. Philippine Science High Schools (PSHS); and
iii. State Universities and Colleges (SUCs) offering basic education
(i.e., Junior High School (JHS) and SHS Programs, and Laboratory
Schools);
f. Teaching positions in Bangsamoro Autonomous Region in Muslim Mindanao
(BARMM); and
g. Other positions that are neither specified in EO 174 nor specifically identified
by the DepEd as covered by the System.

Page 3 of 35
 III. Definition of Terms

14. For purposes of these guidelines, the following terms are defined and
understood as follows:

a. Accountability refers to the obligation of DepEd officials and employees to

accept responsibility for the selection of employees in adherence to the basic
principles stated herein, to explain, clarify, and justify human resource (HR)
actions; disclose the results in a transparent manner; and be responsible for
one’s actions.

b. Behavioural Events Interview (BEI) refers to the conduct of direct inquiry

with the applicants, focusing on their display of desired behaviour/s when
subjected to specific situations or conditions in their previous and/or
current workplace. It seeks to determine how past behaviour predicts future
performance. It shall be used to validate if key behaviours linked to the
required competencies have been exhibited by the applicants.

c. Classroom Teaching Career Line refers to the career pathway of teachers

that is involved in classroom teaching. The classes of positions in the CTC
Line are as follows: Master Teacher I, II, III, IV, and V.

d. Comparative Assessment refers to the procedure or method of

determination of top candidates for possible appointment. It involves the use
of multiple evaluation techniques to evaluate the competencies of a qualified
applicant vis-à-vis the competencies required by the position to be filled.

e. Comparative Assessment Result for Expanded Reclassification (CAReER)

refers to the report prepared by the HRMPSB that shall contain the complete list
of all candidates for reclassification, highlighting the candidates, whose total
scores obtained from the evaluative assessments, meet the quota based on
available fund allocation of the division.

f. Competence refers to the ability to perform tasks efficiently and effectively

by exhibiting behaviours that demonstrate the necessary knowledge, skills,
and attitude.

g. Competencies refer to knowledge, skills, attitudes, and key behaviours that are
necessary for the efficient and effective performance of the duties and
responsibilities of a position.

h. Education refers to the formal or non-formal academic, technical, or vocational

studies that enable an applicant to successfully perform the duties and
responsibilities of a position.

i. Eligibility refers to the result of passing a merit and fitness test which may be
determined as far as practicable by competitive examination, or based on highly
technical qualifications, or other tests of merit and fitness conducted by
the CSC, or other examinations jointly designed and coordinated by the
departments or agencies with the assistance of or in coordination with the CSC,
and other examinations. For teaching positions, the applicable Eligibility shall be
the Professional Regulation Commission’s Licensure Examination for
Professional Teachers (LEPT).

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j. Equal Opportunity refers to the non-discrimination principle that allows
any qualified applicant to apply for a position, irrespective of age, sex, sexual
orientation and gender identity, civil status, disability, religion, ethnicity, or
political beliefs.

k. Evaluative Assessment refers to the multiple evaluation techniques in the

determination of competencies of an applicant vis-à-vis the required
competencies of the position to be filled.

l. Experience refers to the previous jobs in either the government or private

sector, whether full-time or part-time, which, as certified by the Human
Resource Management Officer (HRMO) or authorized officials of the previous
employer, are functionally related to the duties in the Position Description Form
(PDF) of the position to be filled.

m. Fitness refers to the principle of ensuring that the competencies of an

individual match with the competency requirements of a position.

n. Head of Office refers to the highest authority within each governance level, as
follows:

Governance Level Head of Office

Central Office Secretary
Regional Office Regional Director
Schools Division Office, schools, Schools Division Superintendent
and community learning centers

o. Increments Table refers to the tool that is used in determining the incremental
points in education, training, and experience obtained by the applicant that
exceeds the minimum qualifications per CSC-approved Qualification
Standards.

p. Initial Evaluation Results (IER) refer to the report submitted by the

HRMO which contains the list of qualified and disqualified applicants vis-a-vis
the CSC-approved Qualification Standards (QS) and Performance requirements.

q. Learning and Development (L&D) refers to formal or non-formal training

courses and human resource development (HRD) interventions, such as but not
limited to coaching, mentoring, job rotation, seminars, or workshops, that are
part of the applicant’s individual/career development plan aligned with existing
competency standards or their current tasks and functions.

r. Management refers to the leadership, functional guidance, control, and

oversight of an organizational unit’s people, resource, and/or policy, and the
exercise of planning, organizing, directing, and coordinating functions.

s. Means of Verification refers to the documents that serve as proof of

evidence to verify the attainment of specific qualifications, criteria, or
component of evaluative assessment.

t. Merit refers to the necessary qualifications and competencies to perform the

duties and responsibilities of the position to be filled.

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 u. Open Ranking System refers to the transparent, participative conduct of
comparative assessment and evaluation, where applicants are made aware of
the processes and corresponding results.

v. Philippine Professional Standards for Teachers (PPST) refer to the set of

professional standards for teachers that defines teacher quality in the
Philippines through well-articulated domains, strands, and indicators that
provide measures for professional learning, competent practice, and effective
engagement. It sets out clear expectations of teachers in attaining proficiency
along well-established career stages from Beginning to Distinguished
practice.

w. Promotion refers to the advancement of a career employee from one position

to another with an increase in duties and responsibilities as authorized by
law, and usually accompanied by an increase in salary. Provided, however,
that any upward movement from the non-career service to the career service
and vice versa shall not be considered as a promotion but as reappointment.

x. Qualification Standards (QS) refer to the minimum requirements for

positions in the government service in terms of qualifications in Education,
Training, Experience, Eligibility, and Competency (if any).

y. Reclassification refers to a form of staffing modification or position

classification action which may be applied only when there is a warranted
substantial change in the regular duties and responsibilities of the
incumbent of the position. It generally involves a change in any or all of the
position attributes, i.e., position title, salary grade, or position level. For
teachers covered by the Teachers Preparation Pay Schedule and the
Compensation and Position Classification Plan for Faculty Positions8,
reclassification shall be based on the qualification of the incumbent of
position. Reclassification of positions shall apply only to filled regular
positions in the national government covered by or following the CPCS
established under RA No. 6758, as amended.

z. Retitling9 is a form of reclassification that does not involve change in salary

grade of the position; provided that the new position title belongs to the same
occupational group.

aa. Rubrics refer to the scoring guide used to assess the qualifications of
applicants based on set evaluative criteria. It usually includes the quality
definitions of each criterion at particular levels of attainment and a scoring
system.

bb. School Administration Career Line refers to the career pathway of teachers
involved in school management and operations, and instructional
supervision. The classes of positions in the School Administration Career
Line are as follows: School Principal I, II, III, and IV.

cc. Teaching Position refers to a position that is directly engaged in teaching or

in the delivery of instruction in the elementary and secondary levels (junior

8
See Circular Letter No. 2007-6 dated February 19, 2007 re: Manual on Position Classification and Compensation
9
See DBM Budget Circular No. 2018-3 dated July 30, 2018 re: Guidelines on the Reclassification of Positions

Page 6 of 35
 high school and senior high school), whether on full-time or part-time basis,
in schools and CLCs.

dd. Transparency refers to the availability to the public of relevant, reliable, and
timely information on recruitment, selection, and placement.

15. The following acronyms shall be used throughout this Order to mean:

a. BEI - Behavioural Events Interview

c. BHROD - Bureau of Human Resource and Organizational Development
d. CAReER - Comparative Assessment Result for Expanded Reclassification
f. CO - Central Office
g. CSC - Civil Service Commission
k. DBM – Department of Budget and Management
l. HRMO - Human Resource Management Officer
l. HRMPSB - Human Resource Merit Promotion and Selection Board
m. IER - Initial Evaluation Results
q. MOV - Means of Verification
r. MSP - Merit Selection Plan
s. ORS - Open Ranking System
t. ORAOHRA - Omnibus Rules on Appointments and Other Human Resource
Actions
u. PDS - Personal Data Sheet
w. QS - Qualification Standards
x. RO - Regional Office
y. SDO - Schools Division Office
z. SG - Salary Grade

IV. Policy Statement

16. The Department hereby provides for the set of guidelines that governs the
implementation of the EO 174 “Establishing the Expanded Career Progression System
for Public School Teachers.” It outlines the process and criteria for the systematic and
competency-based promotion, through reclassification of teaching positions, under
the new ECP System that is anchored on the established professional standards for
teachers and school heads which provides standard measures for professional
learning, competent practice, and effective engagement. Consistent with the
competency-based recruitment, selection, and placement policies of the Department
as stipulated in its Agency Merit Selection Plan (MSP), these guidelines uphold
DepEd’s commitment to retain its best talents by promoting professional development
and career advancement; ensuring that remuneration is commensurate to the
acquired qualifications and competencies of teachers; and providing other means of
job satisfaction and fulfilment.

Page 7 of 35
 V. General Guidelines

A. Expanded Career Progression of Public School Teachers

17. The Career Progression System for Public School Teachers stipulated in EO 174
defines the career lines for teachers in the Classroom Teaching and School
Administration track. Teachers within the public basic education school system, in all
levels from Kindergarten to SHS, falling within the coverage of EO 174, its IRR, and
this Order shall be afforded reasonable opportunities to apply for further career
progression to either career lines.

18. The positions of Teacher I to VII shall form the base of the ECP System.

19. Advancement to Master Teacher I position shall require the attainment of the
minimum qualifications for the position per CSC-approved Qualification Standards
(QS) and meeting the teaching proficiency level equivalent to Career Stage III (Highly
Proficient) of the PPST, subject to applicable ratios and deployment parameters.

20. Upon reaching the Master Teacher I position, a teacher may choose to pursue
the Classroom Teaching Career Line or the School Administration Career Line, subject
to applicable qualifications, performance, competency requirements and assessment,
and applicable rations and deployment parameters, as stipulated in this Order. A
teacher pursuing a promotion to Master Teacher II shall continue upwards in the
Classroom Teaching Career Line; while a teacher opting a career as a School Principal
shall continue upwards in the School Administration Career Line.

a. Classroom Teaching Career (CTC) Line.—The CTC Line shall be the career
pathway for teachers involved in classroom teaching. The CTC Line shall
have the following classes of positions:

i. Master Teacher I,
ii. Master Teacher II,
iii. Master Teacher III,
iv. Master Teacher IV, and
v. Master Teacher V.

b. School Administration Career (SAC) Line.—The SAC Line shall be the

career pathway for teachers involved in overall school management and
operations, and instructional supervision. The SAC Line shall have the
following classes of positions:

i. School Principal I,
ii. School Principal II,
iii. School Principal III, and
iv. School Principal IV.

21. The switching of career line from classroom teaching to school administration
and vice versa shall be allowed; provided, that the individual possesses all the
necessary qualifications and expected competencies for the position being applied for
in the other career line; provided further, that switching of career line shall be subject
to available vacant position. Applicable guidelines on Recruitment, Selection, and
Appointment (RSA) for higher teaching and school administration positions shall
apply.

Page 8 of 35
 22. Table of Positions; Equivalence of Positions in the CTC and SAC Line.—
The equivalence in the positions in the CTC and SAC Lines, and their relationship to
the Teacher positions forming the base of the ECP System, shall be as shown in the
following table:

CTC LINE SAC LINE SG Level

Master Teacher V School Principal IV 22
Master Teacher IV School Principal III 21
Master Teacher III School Principal II 20
Master Teacher II School Principal I 19
Master Teacher I 18
Teacher VII 17
Teacher VI 16
Teacher V 15
Teacher IV 14
Teacher III 13
Teacher II 12
Teacher I 11

The Salary Grades and their rates as indicated in the table above shall be deemed
updated, adjusted, or modified whenever necessary to reflect such current levels and
rates as may be fixed by relevant laws and executive issuances.

23. The process and criteria for reclassification of positions in both career lines are
detailed in Part VII of this Order.

24. Both Master Teachers and School Principals may be considered for promotion
to the next higher positions in the service.

B. Transition to the ECP System for Public School Teachers

25. Retitling of Existing Positions to Positions in the ECP System.— The

existing positions, with titles that do not conform to the position titles in the expanded
career progression system, shall be retitled to the appropriate positions of equivalent
salary grades (SG), as follows:

a. The Assistant School Principal (ASP) positions shall be retitled to the

following positions, of equivalent SG, in the ECP System; provided, that when
the position is occupied, the incumbent shall be afforded reasonable
opportunities and options for purposes of career pathing, subject to required
qualifications and necessary assessments based on existing policies and
guidelines, laws, rules and regulations, and other issuances:

Current Position Retitled Position SG Level

Assistant School School Principal II 20
Principal III
Assistant School School Principal I 19
Principal II
Assistant School Master Teacher I 18
Principal I

Page 9 of 35
 i. Incumbents of ASP I positions shall have the following options:

a. To be retitled to Master Teacher I position, provided they

meet the minimum requirements for the position as
defined by the CSC-approved QS, subject to applicable
staffing standards, ratios, and deployment parameters for
Master Teacher. They shall perform the functions attached
to a Master Teacher I position; or

b. To be retained in their current position, performing the

role, functions, and duties and responsibilities attached to
an ASP position. For purposes of career progression,
incumbents who opted to retain their items may be
promoted to any vacant position in the service, subject to
the existing Agency Merit Selection Plan (MSP), RSA
Guidelines, and other relevant issuances, rules and
regulations; provided, that upon the occurrence of natural
vacancy due to promotion, retirement, resignation, or any
form of separation from service, the vacated position shall
be retitled to the appropriate position in the ECP System.

ii. Incumbents of retitled School Principal positions shall be

redeployed to schools with no existing School Principal items to
conform with the established staffing standards, ratios, and
deployment parameters for School Principal positions.

The functions attached to the existing ASP positions shall be designated to

aspiring School Heads (i.e. Teacher IV to VII and Master Teacher I), including
incumbents of retitled positions per Section 25.b of this Order, who
demonstrate potential in school management and operations, instructional
supervision, coaching and mentoring, and technical assistance to teachers.
Designated ASPs shall come from those who fall under Category B of the
National Qualifying Examination for School Heads (NQESH) or Principal’s
Test passers in previous years who have yet to be appointed as full-fledged
School Principal. Issuance of official designation by the Head of Office (i.e.
Schools Division Superintendent (SDS)) shall be required, subject to
applicable guidelines.

b. Head Teacher positions, Special Education Teacher (SPET) positions, and

Special Science Teacher (SST) positions shall be retitled to the following
positions, of equivalent SG, in the ECP System; provided, that when the
position is occupied, the incumbent shall be afforded reasonable
opportunities and options for purposes of career pathing, subject to required
qualifications and necessary assessments based on existing policies and
guidelines, laws, rules and regulations, and other issuances:

Page 10 of 35
Current Position Retitled Position SG Level
Master Teacher II or
Head Teacher VI 19
School Principal I
Head Teacher V
Master Teacher I 18
SpET V
Head Teacher IV
Teacher VII 17
SpET IV
Head Teacher III
Teacher VI 16
SpET III
Head Teacher II
Teacher V 15
SpET II
Head Teacher I
Teacher IV 14
SpET I
SST I Teacher III 13

i. Incumbents of Head Teacher VI positions shall have the following

options:

a. To be retitled to either:

i. Master Teacher II position, provided that they meet the

qualifications for the retitled position as defined in the
CSC-approved QS, subject to existing ratios and
parameters on Master Teachers; or

ii. School Principal I position, provided they meet the

qualifications for the retitled position as defined in the
CSC-approved QS and pass the school heads
examination based on applicable guidelines.

b. To be retained in their current position, performing the

role, functions, and duties and responsibilities attached to
a Head Teacher position. For purposes of career
progression, incumbents who opted to retain their items
may be promoted to any vacant position in the service,
subject to the existing Agency MSP, RSA Guidelines, and
other relevant policies, rules and regulations, and
issuances; provided, that upon the occurrence of natural
vacancy due to promotion, retirement, resignation, or any
form of separation from service, the vacated position shall
be retitled to the appropriate position in the ECP System.

ii. Incumbents of Head Teacher I to V positions shall have the

following options:

a. To be retitled to equivalent Teacher and Master Teacher

positions, provided, that they meet the minimum
qualifications for the position as defined in the CSC-
approved QS; subject to existing ratios and parameters on
Master Teachers.

Page 11 of 35
 As such, incumbents of retitled positions shall perform the
expected functions of the retitled positions, including
handling of teaching loads.

The functions attached to the Head Teacher positions in

the Elementary and Secondary schools shall be designated
to aspiring School Heads (i.e. Teacher IV to VII and Master
Teacher I), including incumbents of retitled positions, who
demonstrate potential in school management and
operations, instructional supervision, coaching and
mentoring, and technical assistance to teachers.
Designated Teachers-in-Charge (TICs) and Department
Heads shall come from those who fall under Category B of
the NQESH or Principal’s Test passers in previous years
who have yet to be appointed as full-fledged School
Principal. Issuance of official designation by the Head of
Office (i.e. SDS) shall be required, subject to applicable
guidelines.

b. To be retained in their current position, performing the

role, functions, and duties and responsibilities attached to
a Head Teacher position. For purposes of career
progression, incumbents who opted to retain their items
may be promoted to any vacant position in the service,
subject to the existing Agency MSP, RSA guidelines, and
other relevant policies, rules and regulations, and
issuances; provided, that upon the occurrence of natural
vacancy due to promotion, retirement, resignation, or any
form of separation from service, the vacated position shall
be retitled to the appropriate position in the ECP System.

Incumbents who opt to apply to vacant School Principal I

positions shall be given priority in the promotion;
provided, they meet the minimum qualifications as defined
in the CSC-approved QS, pass the school heads
examination, and undergo assessment based on the
existing Agency MSP, RSA Guidelines, and other relevant
policies, rules and regulations, and issuances; provided
further, that upon the occurrence of natural vacancy due
to promotion, retirement, resignation, or any form of
separation from service, the vacated position shall be
retitled to the appropriate position in the ECP System.

Incumbents of retained positions shall continue to perform

their existing functions as Head Teacher, or as may be
assigned through official designation.

iii. A parenthetical title for SPET positions shall be created to

differentiate the QS of said positions as approved by the CSC.

iv. The retitling of SST I position to Teacher III position applies only
to the SST positions available in the Personnel Services
Itemization – Plantilla of Personnel (PSIPOP) of DepEd. There
shall be no modification effected to SST positions in the plantilla

Page 12 of 35
 of other agencies or state universities and colleges (SUCs) unless
otherwise provided by law or national issuance.

c. Promotion or Reclassification of Incumbents. Qualified individuals, who

at the time of the effectivity of this Order are holding the current positions
indicated in Items 25(a) and 25(b), may be promoted or reclassified to
appropriate positions in the ECP System that are commensurate to their
qualifications and proficiency level; provided, they meet the minimum
qualifications as defined in the CSC-approved QS and undergo the necessary
assessments in accordance with Agency MSP, RSA Guidelines, and other
relevant policies, rules and regulations, issuances, and applicable staffing
standards, ratios, and deployment parameters.

d. Other Incumbents. Qualified individuals shall be allowed to apply for

vacant positions in the ECP System commensurate to their qualifications
and proficiency level, provided, that they meet the CSC-approved QS,
required performance, professional development and competencies, and such
other requirements and qualifications in accordance with applicable laws,
policies, rules, and regulations.

VI. Basis for Classification of Positions

26. The career progression of teachers under the ECP System shall be done
through reclassification.

27. Teachers seeking promotion through reclassification shall:

a. Meet the minimum qualifications in terms of Education, Training, Experience,

Eligibility, and Competence (if applicable)10 as prescribed by the CSC-
approved QS;

b. Obtain the performance requirements set in this Order; and

c. Undergo the competency assessment by the Human Resource Merit

Promotion and Selection Board (HRMPSB) based on select indicators under
the Philippine Professional Standards for Teachers (PPST).

28. The reclassification of teaching positions shall be based on the Teachers

Preparation Pay Schedule and the Compensation and Position Classification Plan for
Faculty Positions (Annex A).

VII. Procedures on Reclassification of Positions

A. Call for Applications

29. The SDS, as the head of office at the Schools Division Office (SDO), shall issue
an official memorandum calling for applications for reclassification of teaching
positions every first quarter of the calendar year.

30. The Memorandum or Call for Applications shall be posted in at least three (3)
conspicuous physical places in the SDO, schools, and community learning centers

10
Applicable only upon issuance of a CSC Resolution that includes the Competence component in the QS. Otherwise, the existing
QS which are composed of Education, Experience, Training, Eligibility components shall suffice and remain in effect.

Page 13 of 35
(CLCs) such as the agency bulletin boards. The same shall be posted through other
modes, such as but not limited to the SDO official website, social media, among
others.

31. The Memorandum or Call for Applications shall contain the following
information:

a. Number of available slots per position;

b. CSC-approved QS of positions;
c. List of documentary requirements;
d. Deadline of submission of application documents;
e. Timeline/Schedule of application, assessment, and approval process,
including prescribed number of days on the release of evaluation results, and
other instructions;
f. Protocols and procedures on the adoption of remote modalities on
recruitment and selection, as deemed practicable and applicable; and
g. Equal Employment Opportunity Clause in adherence to the Equal
Opportunity Principle (EOP), which “allows anyone within or outside DepEd
to apply for a position, irrespective of age, sex, sexual orientation, gender
identity and expression, civil status, disability, religion, ethnicity, and
political beliefs.”

32. The number of slots for reclassification per position shall be determined by the
SDS, upon the recommendation of the HRMPSB, based on the following parameters:

a. Available budget allotment for the current fiscal year;

b. Priority positions based on teacher needs assessment;
c. Applicable staffing standards and ratios;
d. Etc.

33. The SDO may have the flexibility in setting the deadline of submission of
application documents. However, the application period shall not go beyond June 30
of the current year.

B. Submission and Receipt of Application Documents

34. All interested teacher applicants for reclassification shall submit the Modified
Teacher Preparation Pay Schedule (M-TPPS) and Modified Principal Preparation
Pay Schedule (M-PPPS) Forms (see DBM-DepEd JC Form No. 3-A and 3-B, attached
Annex B-1 and B-2, respectively) to the respective HRMOs, through the Records Unit,
on or before the deadline indicated in the SDO Memorandum or Call for Applications.

The M-TPPS and M-PPPS Forms are tools for determining the appropriate
classification of a position. They contain information on position title, unique item
number, and authorized salary in the current PSIPOP. The forms reflect the
applicant’s attainment of the minimum qualifications of the position per CSC-
approved QS, performance, and competency assessment results, including qualifying
examination results for school heads. The M-TPPS and M-PPPS Forms shall be
supported by the following documents:

a. Letter of intent addressed to the SDS containing the following information:

i. Expression of interest
ii. Position applied for
b. Duly accomplished Personal Data Sheet (PDS) with Work Experience Sheet;

Page 14 of 35
 c. Photocopy of valid and updated PRC License/ID;
d. Photocopy of Certificate of Board Rating and Passing;
e. Photocopy of scholastic/academic record (i.e., Transcript of Records (TOR)
and Diploma, including completion of graduate and post-graduate
units/degrees, if available);
f. Photocopy of duly signed Service Record;
g. Photocopy of latest appointment;
h. Photocopy of certificate/s of completion of National Educators Academy of
the Philippines (NEAP)-accredited professional development programs/
courses, or certificates of training issued by NEAP-accredited public and
private institutions;
i. Photocopy of Technical Education and Skills Development Authority (TESDA)
National Certificate (NC) II11, Trainers Methodology Certificate (TMC) (for SHS
applicants in the Technical-Vocational-Livelihood (TVL) track only);
j. Certificate of Rating (COR) in the National Qualifying Examination for School
Heads (NQESH) or Principal’s Test (for School Principal positions only);
k. Photocopy of the Performance Ratings:
i. For teaching positions in the CTCL, three (3) performance ratings
in the three (3) immediately preceding rating periods with at least
Very Satisfactory rating (Note: the latest performance rating shall
cover one (1) performance cycle in the current position);
ii. For School Principal positions in the SACL, performance rating of
at least Very Satisfactory in the last rating period covering one
(1) performance cycle in the current position;
l. Checklist of Requirements and Omnibus Sworn Statement on the
Certification on the Authenticity and Veracity (CAV) of the documents
submitted and Data Privacy Consent Form pursuant to RA No. 10173 (Data
Privacy Act of 2012), using the attached form (Annex C); and
m. Other documents as may be required by the HRMPSB, including but not
limited to portfolio for the assessment of identified PPST non-classroom
observable indicators.

In consonance with RA No. 8792 or the “Electronic Commerce Act of 2000”

which provides that “(e)lectronic documents shall have the legal effect, validity or
enforceability as any other document or legal writing and (w)here the law requires a
document to be in writing, that requirement is met by an electronic document if the
said electronic document maintains its integrity and reliability and can be
authenticated so as to be usable for subsequent reference,” online submission of
electronic copies of the above enumerated application documents may be allowed,
subject to the submission of the hard copies upon request for purposes of verification.

35. Individuals who failed to submit complete mandatory documents (Items 34.a to
34.m) on the set deadline indicated in the SDO Memorandum or Call for Application
shall not be included in the pool of official applicants. However, non-submission of the
additional documentary requirements or those that may be required by the HRMPSB
(Item 33.n) shall not warrant exclusion from the pool of official applicants.

36. No additional documents shall be accepted after the set deadline, as indicated
in the SDO Memorandum or Call for Applications.

11
at least one level higher than course to be taught in subject to be taught (e.g. NC-III in SMAW to teach SMAW-NC-II) or same
level if there is no NC level higher. Exceptions are given to applicants for courses with no National Certificates (e.g. Handicraft
courses); applicable only to TVL teacher applicants

Page 15 of 35
 37. All official applicants in the pool shall be assigned with application code to
ensure objectivity and integrity of the process and to protect the identity of the
applicants when posting the results.

38. The applicant assumes full responsibility and accountability for the
completeness, authenticity, and veracity of the documents submitted, as evidenced by
the Omnibus Sworn Statement (Item 34.m), duly signed by the applicant. The HRMO
and/or sub-committee shall check and verify the completeness, authenticity, and
veracity of the documents submitted. Any false and fraudulent document submitted
shall be grounds for disqualification.

39. Based on the recommendation of the HRMO, the SDS may designate sub-
committee/s in the schools, districts, or offices, as deemed practicable, to assist in the
receipt of applications and verification as to the completeness, authenticity, and
veracity of the documents submitted.

C. Initial Evaluation of the Qualifications of Applicants (QS + Performance)

40. Upon receipt of the applications, an initial evaluation of the applicants’

qualifications vis-à-vis the CSC-approved QS of the position applied for shall be
conducted by the HRMO. Specifically, the HRMO shall assess whether the applicants
meet the minimum qualifications in terms of Education, Experience, Training, and
Eligibility, and Competence (if applicable)12 requirements.

41. The initial evaluation shall include the determination of the applicant’s
eligibility to apply for reclassification based on the set PPST-based performance
requirements, as follows:

a. At least Very Satisfactory performance rating in the three (3) immediately

preceding rating periods; provided that the latest performance rating covers
one (1) performance cycle in the current position; and

b. Attainment of the set performance requirements of the position applied for

based on the last three (3) rating periods starting from the immediately
preceding performance cycle:

Position Performance Requirements

Applied For
Teacher II 10 Proficient indicators at Very Satisfactory
Teacher III 20 Proficient indicators at Very Satisfactory
Teacher IV 37 Proficient indicators at Very Satisfactory
Teacher V 7 Proficient COIs at O; and 3 Proficient NCOIs at VS
Teacher VI 12 Proficient COIs at O; and 8 Proficient NCOIs at VS
Teacher VII 18 Proficient COIs at O; and 16 Proficient NCOIs at VS
Master Teacher I 21 Proficient COIs at O; and 16 Proficient NCOIs at VS
Master Teacher II 7 Highly Proficient COIs at O; and 3 Highly Proficient NCOIs at VS
Master Teacher III 17 Highly Proficient COIs at O; and 20 Highly Proficient NCOIs at VS
Master Teacher IV 7 Distinguished COIs at O; and 3 Distinguished NCOIs at VS
Master Teacher V 12 Distinguished COIs at O; and 8 Distinguished NCOIs at VS

12
Applicable only upon issuance of a CSC Resolution that includes the Competence component in the QS. Otherwise, the existing
QS which are composed of Education, Experience, Training, Eligibility components shall suffice and remain in effect.

Page 16 of 35
 42. Within seven (7) working days upon receipt of complete application documents,
the HRMO shall notify the applicants of the results of the initial evaluation through a
written notice served through official communication channels, such as but not
limited to personal service, postal mail, courier service, or electronic mail using the
official e-mail account of the office, official social media accounts, and other means of
communication that can be verified, recorded, and preserved. Telephone calls and
short messaging services may be used only to accompany the aforementioned official
communication channels.

Official communications to Qualified and Disqualified applicants shall use the

prescribed templates attached in this Order as Letter to Qualified Applicants (Annex E)
and Letter to Disqualified Applicants (Annex F), respectively.

43. Within seven (7) working days after the deadline of submission of application
documents, the HRMO shall prepare and submit a duly signed Initial Evaluation
Results (IER) (see prescribed template in Annex D) to the HRMPSB for deliberation. The
IER shall contain, among others, the basic information of the applicants, actual
qualifications based on submitted credentials, and a remark on whether the
applicants meet the CSC-approved QS and performance requirements. A separate IER
shall be prepared per position. The IER shall be comprised of two (2) lists of
applicants:

a. Qualified (Q) refers to those who meet the minimum qualifications for the
position per CSC-approved QS and set performance requirements; and
b. Disqualified (DQ) refers to those who do not meet the minimum
qualifications for the position per CSC-approved QS and set performance
requirements.

44. The HRMO may consult or seek the advice of the HRMPSB in exceptional cases
wherein the HRMO perceives the need for a collegial decision such as but not limited
to the relevance of the applicants’ education, training, or experience to the position to
be filled; provided that the HRMO maintains and assumes full responsibility and
accountability of the final results of the initial evaluation.

45. A copy of the IER shall be posted by the HRMO in at least three (3) conspicuous
physical places, concealing the applicants’ personal information in accordance with
the Data Privacy Act. The only information that shall be made public are the
application codes, qualifications of the applicants in terms of Education, Training,
Experience, Eligibility, and Competence (if applicable)13, and remark on whether
Qualified or Disqualified.

46. Based on the recommendation of the HRMO, the SDS may designate sub-
committee/s in the districts, or SDO, as deemed practicable, to assist the HRMO in
the conduct of initial evaluation. The sub-committee/s, however, shall only serve as
an assistorial body. The HRMO shall maintain full responsibility and accountability in
the results of the initial evaluation, and therefore, shall be responsible in responding
to queries and complaints pertaining to the initial evaluation vis-à-vis the QS.

D. Comparative Assessment of Applicants

13
Applicable only upon issuance of a CSC Resolution that includes the Competence component in the QS. Otherwise, the existing
QS which are composed of Education, Experience, Training, Eligibility components shall suffice and remain in effect.

Page 17 of 35
 47. Upon receipt of the report of the HRMO on the IER, the HRMPSB shall conduct
the comparative assessment of teacher applicants. They shall convene and screen the
Qualified applicants through the conduct of multiple Evaluative Assessments which,
based on the principles of merit and fitness, are meant to assess the competencies of
applicants vis-à-vis the required competencies of the position applied for. Specifically,
the HRMPSB shall perform the following duties and responsibilities:

48. An Open Ranking System shall be adopted to ensure transparency in the

process and results of the comparative assessment wherein applicants or subset of
applicants are present to witness the actual evaluation for which the scores of all
applicants present thereat shall be disclosed to all attendees. Each applicant shall
also be given an opportunity to ask questions and seek clarifications on the results of
their individual assessment and acknowledge their individual results during the open
ranking. Upon receipt of the individual results, applicants shall affix their signature
on their M-TPPS or M-PPPS.

The duly signed M-TPPS and M-PPPS forms shall serve as acknowledgement that
the applicant has undergone the application and assessment process based on these
guidelines and that the results of the individual assessment have been discussed with
the concerned applicant. This acknowledgment shall not, in any case, preclude the
applicant from filing a protest relative to their application.

49. In the event when face-to-face conduct of the comparative assessment and/or
open ranking is not feasible, the HRMPSB may adopt the use of online platforms and
other remote modalities and alternative strategies, as deemed practicable and
applicable, in the conduct of open ranking, paper and portfolio evaluation, classroom
observation/demonstration teaching, and other examinations, if any, Behavioural
Events Interview (BEI), and HRMPSB meetings and deliberations. Protocols and
procedures on the adoption of remote modalities shall be detailed in the SDO
memorandum. Applicants may also be allowed to submit an electronic or scanned
copy of their signed M-TPPS and M-PPPS.

50. During the comparative assessment, HRMPSB shall observe the following:

a. Convene the applicants in a group to witness the paper evaluation;

b. Evaluate and compute the points for Education, Training (in hours),
Experience (in years), and Performance Rating of applicants using the
rubrics provided in this Order;
c. Assess, deliberate, and rate the applicants’ competencies on the Classroom
Observable Strands/Indicators through the conduct of classroom
observation following the rubrics and protocols provided in this Order;
d. Assess the applicants’ competencies on the Non-Classroom Observable
Strands/Indicators through the assessment of portfolio annotations in
accordance with the rubrics and protocols provided in this Order;
e. Conduct other appropriate evaluative assessments, as may be necessary,
such as but not limited to BEI, Written Examinations (WE), Skills or Work
Sample Tests (S/WST) to assess the potential, characteristics or traits, and
fitness (i.e., Job Fit, Location Fit, and Organizational Fit);
f. Adopt the use of online platforms and other remote modalities and
alternative strategies in the conduct of paper evaluation, classroom
observation/demonstration teaching, administration of the tests and
examinations, BEI, meetings and deliberations, among others, as may be
necessary;

Page 18 of 35
 g. Inform the individual applicant of the results of the deliberation using the
prescribed template of the M-TPPS and M-PPPS, wherein the applicant
affixes their signature to signify their knowledge of and conformity to the
process undertaken and the points given to them; and
h. Prepare and submit a duly signed Comparative Assessment Result for
Expanded Reclassification (CAReER) to the appointing officer/authority
within seven (7) calendar days after all the applicants have been assessed.

51. The provisions under Part V(G) Institutional Arrangement of DO 019, s. 2022
DepEd Merit Selection Plan (MSP) on the composition of the HRMPSB shall apply. A
majority of the HRMPSB shall constitute a quorum, provided that the Chairperson is
present.

52. Any issue on the comparative assessment shall be resolved by the HRMPSB
prior to the submission of the results of the comparative assessment.

53. The HRMPSB Secretariat shall document the process of comparative

assessment using the Minutes of Deliberation (see prescribed template in Annex H).
Appeals pertaining to the individual results as well as the HRMPSB’s response,
resolution, and action with respect to the appeal shall be reflected in
the documentation. In the event that an applicant fails or refuses to sign the M-TPPS
and M-PPPS, the official Minutes of Deliberations shall suffice to establish the
integrity of the assessment process. Unsigned M-TPPS and M-PPPS shall not, in any
case, cause the delay in the finalization of the results of the comparative assessment.

54. Upon the establishment of the Comparative Assessment Results for Expanded
Reclassification (CAReER) (see prescribed template in Annex I-2), the HRMO shall post
the CAReER in at least three (3) conspicuous physical places in DepEd offices and
schools concerned, concealing the applicants’ personal information in accordance with
the Data Privacy Act. The only information that shall be made public are the assigned
application codes, corresponding scores obtained by the applicant in each criterion,
total scores, and remarks.

All applicants shall likewise be notified of the comparative assessment results

through official communication channels, such as but not limited to formal written
communications, electronic mail using the official e-mail account of the office, official
social media accounts, and other means of communication that can be verified,
recorded, and preserved. Telephone calls and short messaging services may be used
only to accompany the aforementioned official communication channels.

55. Based on the recommendation of the HRMPSB, the SDS may designate sub-
committee/s in the districts, or offices, as deemed practicable, to assist the HRMPSB
in the process of comparative assessment. The members of the sub-committee/s shall
be selected from the pool of trained assessors who have undergone rigorous training,
together with the HRMPSB, under the Assessors’ Program, which focused on the
conduct of multiple evaluation techniques in assessing the required competencies
based on the criteria, parameters, and protocols as stipulated in this Order. The sub-
committee/s, however, shall only serve as an assistorial body. The HRMPSB shall
maintain full responsibility and accountability in the results of the comparative
assessment, and therefore, shall be responsible in responding to queries and
complaints pertaining to the comparative assessment.

Page 19 of 35
Criteria and Point System for Comparative Assessment

56. The selection and assessment of teacher applicants for reclassification shall be
based on the following criteria:

a. Education units and/or degree that exceed the minimum qualification

requirements as defined in the CSC-approved QS, which are relevant to the
position applied for, shall be given corresponding points. For JHS and SHS,
Education shall be relevant to subject, learning area specialization, or
strand;
b. Learning and Development (L&D) or Training hours that exceed the
minimum qualification requirements as defined in the CSC-approved QS,
acquired in the last five (5) years. Only L&D or training in Curriculum and
Instruction and/or in relevant subject, learning area specialization, or strand
(in the case of Secondary Level), such as but not limited to NEAP-recognized
professional development programs and courses, shall be given
corresponding points;
c. Experience in teaching that exceed the minimum number of months/years
as defined in the CSC-approved QS shall be given corresponding points14.
For SHS, relevant industry and/or work experience may be considered;
d. Performance measured using the average rating of the three (3) immediately
preceding rating periods with at least Very Satisfactory rating. (Note: the
latest performance rating shall cover one (1) performance cycle in the current
position);
e. PPST Classroom Observable Indicators (COI) measured through Classroom
Observation/Demonstration Teaching; and
f. PPST Non-Classroom Observable Indicators (NCOI) measured through the
Portfolio Assessment.

57. The weight allocation or point system for each criterion is detailed in Table 1.

Table 1. Point System for Comparative Assessment

Criteria Maximum Points

Possible

a. Education 10
b. Training 10
c. Experience 10
d. Performance 30
e. PPST COIs (Classroom Observation) 25
f. PPST NCOIs (Portfolio Assessment) 15
Total 100

14
Relevant Experience gained from outside the Philippines or abroad may be considered provided that the applicant
submits a certificate of employment. Those documentary requirements written in languages other than English or
Filipino shall be accompanied by a complete English translation, in order to be considered and/or credited.

Page 20 of 35
Rubrics for Computation of Points per Criterion

58. Education, Training, and Experience (ETE). The points for ETE,
corresponding to the applicant’s qualifications exceeding the QS, shall be computed
using the Increments Table (Table 2.a, 2.b, 2.c) and the Rubrics for Computation of
Points for ETE (Table 3). Only those qualifications that are relevant to the position to
be filled shall be given points.

Table 2.a. Increments Table – Education

Qualification Range
Level
From To
1 Can Read and Write Elementary Level Education

2 Elementary Graduate Junior High School Level Education

High School Level Education (old curriculum)
3 Competed Junior High School (K to 12) Senior High School Level Education

4 Senior High School Graduate (K to 12) Less than 2 years of College

High School Graduate (old curriculum)
5 Competed 2 years in College Less than a Bachelor’s Degree
but completed more than 2 years in College
6 Bachelor’s Degree Less than 6 Units earned towards the completion of
a Masters Degree
7 6 Units earned towards the completion of a Masters Less than 9 Units earned towards the completion of
Degree a Masters Degree
8 9 Units earned towards the completion of a Masters Less than 12 Units earned towards the completion
Degree of a Masters Degree
9 12 Units earned towards the completion of a Less than 15 Units earned towards the completion
Masters Degree of a Masters Degree
10 15 Units earned towards the completion of a Less than 18 Units earned towards the completion
Masters Degree of a Masters Degree
11 18 Units earned towards the completion of a Less than 21 Units earned towards the completion
Masters Degree of a Masters Degree
12 21 Units earned towards the completion of a Less than 24 Units earned towards the completion
Masters Degree of a Masters Degree
13 24 Units earned towards the completion of a Less than 27 Units earned towards the completion
Masters Degree of a Masters Degree
14 27 Units earned towards the completion of a Less than 30 Units earned towards the completion
Masters Degree of a Masters Degree
15 30 Units earned towards the completion of a Less than 33 Units earned towards the completion
Masters Degree of a Masters Degree
16 33 Units earned towards the completion of a Less than 36 Units earned towards the completion
Masters Degree of a Masters Degree
17 36 Units earned towards the completion of a Less than 39 Units earned towards the completion
Masters Degree of a Masters Degree
18 39 Units earned towards the completion of a Less than 42 Units earned towards the completion
Masters Degree of a Masters Degree
19 42 Units earned towards the completion of a Less than Complete Academic Requirements completed
Masters Degree towards the completion of a Masters Degree
20 Complete Academic Requirements completed Less than an awarded Masters Degree
towards a Masters Degree
21 Masters Degree Less than 3 Units earned towards the completion of
a Doctorate
22 3 Units earned towards the completion of a Less than 6 Units earned towards the completion of
Doctorate a Doctorate
23 6 Units earned towards the completion of a Less than 9 Units earned towards the completion of
Doctorate a Doctorate
24 9 Units earned towards the completion of a Less than 12 Units earned towards the completion
Doctorate of a Doctorate
25 12 Units earned towards the completion of a Less than 15 Units earned towards the completion
Doctorate of a Doctorate
26 15 Units earned towards the completion of a Less than 18 Units earned towards the completion
Doctorate of a Doctorate
27 18 Units earned towards the completion of a Less than 21 Units earned towards the completion
Doctorate of a Doctorate
28 21 Units earned towards the completion of a Less than 24 Units earned towards the completion
Doctorate of a Doctorate
29 24 Units earned towards the completion of a Less than Complete Academic Requirements
Doctorate completed towards the completion of a Doctorate
30 Complete Academic Requirements completed Less than an awarded Doctorate
towards a Doctorate
31 Doctorate

Page 21 of 35
 Table 2.b. Increments Table – Training Table 2.c. Increments Table – Experience

Qualification Range Qualification Range

Level Level
From To From To
1 0 hours Less than 8 hours 1 None Less than 6 months

2 8 hours Less than 16 hours 2 6 months Less than 1 year

3 16 hours Less than 24 hours 3 1 year Less than 1 year 6

months
4 24 hours Less than 32 hours 4 1 year Less than 2 years
6 months
5 32 hours Less than 40 hours 5 2 years Less than 2 years
6 months
6 40 hours Less than 48 hours 6 2 years Less than 3 years
6 months
7 48 hours Less than 56 hours 7 3 years Less than 3 years
6 months
8 56 hours Less than 64 hours 8 3 years Less than 4 years
6 months
9 64 hours Less than 72 hours 9 4 years Less than 4 years
6 months
10 72 hours Less than 80 hours 10 4 years Less than 5 years
6 months
11 80 hours Less than 88 hours 11 5 years Less than 5 years
6 months
12 88 hours Less than 96 hours 12 5 years Less than 6 years
6 months
13 96 hours Less than 104 hours 13 6 years Less than 6 years
6 months
14 104 hours Less than 112 hours 14 6 years Less than 7 years
6 months
15 112 hours Less than 120 hours 15 7 years Less than 7 years
6 months
16 120 hours Less than 128 hours 16 7 years Less than 8 years
6 months
17 128 hours Less than 136 hours 17 8 years Less than 8 years
6 months
18 136 hours Less than 144 hours 18 8 years Less than 9 years
6 months
19 144 hours Less than 152 hours 19 9 years Less than 9 years
6 months
20 152 hours Less than 160 hours 20 9 years Less than 10 years
6 months
21 160 hours Less than 168 hours 21 10 years Less than 10 years
6 months
22 168 hours Less than 176 hours 22 10 years Less than 11 years
6 months
23 176 hours Less than 184 hours 23 11 years Less than 11 years
6 months
24 184 hours Less than 192 hours 24 11 years Less than 12 years
6 months
25 192 hours Less than 200 hours 25 12 years Less than 12 years
6 months
26 200 hours Less than 208 hours 26 12 years Less than 13 years
6 months
27 208 hours Less than 216 hours 27 13 years Less than 13 years
6 months
28 216 hours Less than 224 hours 28 13 years Less than 14 years
6 months
29 224 hours Less than 232 hours 29 14 years Less than 14 years
6 months
30 232 hours Less than 240 hours 30 14 years Less than 15 years
6 months
31 240 hours or more 31 15 years or more

Page 22 of 35
Table 3. Rubrics for Computation of Points for Education, Training, and Experience

Education Training Experience

Weight Allocation
Range Points Range Points Range Points
10 or more 10 or more 10 or more
10 10 10
increments increments increments
8-9 increments 8 8-9 increments 8 8-9 increments 8
Education: 10 points
Training: 10 points 6-7 increments 6 6-7 increments 6 6-7 increments 6
Experience: 10 points
4-5 increments 4 4-5 increments 4 4-5 increments 4

2-3 increments 2 2-3 increments 2 2-3 increments 2

Illustrative example:

Vacant position: Master Teacher I (SHS – Academic Track and Core Subjects) – SG 18
Qualification Standards per CSC-approved QS

Education : Master’s degree in relevant strand/subject

Training : 12 hours of training relevant to the subject area specialization
Experience : 4 years of relevant teaching/industry work experience

a. Based on the minimum QS of the position to be filled, the HRMPSB shall

determine the baseline level for computing the points for ETE using the
Increments Table as shown in Table 2.a, 2.b, and 2.c.

Minimum requirement per CSC-approved QS Corresponding Level based on

for Master Teacher I (SHS – Academic Track Increments Table
and Core Subjects)
Education Master’s degree in relevant Level 21 (based on Table 2.a)
strand/subject
Training 12 hours of training relevant to the Level 2 (based on Table 2.b)
subject area specialization
Experience 4 years of relevant teaching/ Level 9 (based on Table 2.c)
industry work experience

For purposes of determining the baseline level, any professional or specialization

units as may be required in addition to any non-Education degree shall be
considered equivalent to a Bachelor’s degree in Education (e.g. Bachelor’s degree
plus 18 professionax`l units in Education with appropriate major = Level 6 based
on Table 2.a). Additional professional and specialization units taken to earn the
equivalent Education degree (i.e., BEEd, BSEd) shall not correspond to units
towards the completion of a Master’s degree.

b. After determining the baseline level, the HRMPSB shall compute for the
increments of the applicant’s actual qualifications based on the submitted
documentary requirements. Increment shall refer to the difference between
the applicant’s actual qualification level and the corresponding level of
the minimum (baseline) QS requirement of the position to be filled.

Only qualifications that are relevant to the position to be filled and which
exceed the minimum (baseline) QS requirements of the position shall be
included in the computation of increments.

Page 23 of 35
 Illustrative example:
Computation of increments based on actual Education qualification of Applicant A:

Education Qualification of Increments from minimum (or baseline) QS requirements

Applicant A using Increments Table 2.a (Education)
Bachelor of Secondary Using Table 2.a, the corresponding level of Applicant A’s Education qualification (12
Education (BSEd) units for a Doctoral degree in Education) is at Level 25.

Master of Science in Statistics The number of increments for Applicant A’s Education qualifications shall be
computed by subtracting the minimum QS level (Level 21) from the applicant’s
12 units for a Doctoral degree qualification level (Level 25), as illustrated below:
in Statistics
Applicant’s Education level – QS level = Increment
25 – 21 = 4 increments

Computation of Increments based on actual Training qualification of Applicant A:

Training Qualification of Increments from minimum (or baseline) QS requirements

Applicant A using Increments Table 2.b (Training)
24 hours training on curriculum The cumulative hours of the relevant training/L&D, which are acquired within the
contextualization or localization last 5 years, shall be considered for the counting of Increments.
and lesson planning [January
27 to 29, 2021] In the case of Applicant A, the 24 hours training on curriculum
contextualization or localization and lesson planning conducted on January 27 to 29,
2021 and the 40 hours National Training of Trainers of Grade 11 Science and
24 hours training on Financial Mathematics for the K-12 Enhanced Basic Education Program conducted on
Literacy [August 5 to 7, 2020] December 9 to 13, 2019 shall be considered. Using Table 2.b, the
corresponding level of Applicant A’s Training qualification (a total of 64 hours) is
at Level 9.
40 hours National Training of
Trainers of Grade 11 Science The number of increments for Applicant A’s Training qualifications shall be computed
and Mathematics for the K-12 by subtracting the minimum QS level (Level 2) from the applicant’s qualification level
Enhanced Basic Education (Level 9), as illustrated below:
Program [December 9 to 13,
2019] Applicant’s Training level – QS level = Increment
9 – 2 = 7 increments

Computation of Increments based on actual Experience qualification of Applicant A:

Experience Qualification of Increments from minimum (or baseline) QS requirements

Applicant A using Increments Table 2.c (Experience)
Barangka National High Only those experience relevant to the position to be filled shall be considered in the
School– SHS Teacher III – June computation of increments. Relevant experience shall be reckoned from the date of
1, 2016 to present first day of service.

In the case of Applicant A, the relevant experience (June 1, 2016 to present) is 5

years and 1 month. Using Table 2.c, the corresponding level of Applicant A’s
Experience qualification (5 years and 1 month) is at Level 11.

The number of increments for Applicant A’s Experience qualifications shall be

computed by subtracting the minimum QS level (Level 9) from the applicant’s
qualification level (Level 11), as illustrated below:

Applicant’s Experience level – QS level = Increment

11 – 9 = 2 increments

Note: Applicant A’s date of first day as SHS Teacher III: June 01, 2016
The date of HRMPSB assessment/Open Ranking System: July 01, 2021

c. After computing the number of increments from the minimum (baseline)

QS requirement, the corresponding points earned by the applicant for
ETE shall be determined using Table 3 (Rubrics for Computation of Points
for Education, Training, and Experience).

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 Illustrative example:

Using Table 3 and based on the number of increments earned by Applicant A, the
computation of points for ETE is as follows:

Qualification Standards Qualification of the Applicant Computation of Points based on Increments Table Total
and ETE Rubrics number of
points for
Education Training Experience Education Training Experience Education Training Experience
ETE

Master’s degree 12 hours of 4 years of 12 units for a 24 hours training on curriculum Barangka 4 increments 7 increments 2 increments 12 points
in relevant training relevant Doctoral degree incontextualization or localization National High (out of
strand/subject relevant to teaching/ Education and lesson planning [January 27 School– SHS Based on Table 3: Based on Table 3: Based on Table 3: 30)
the subject industry to 29, 2021] Teacher III – June 4-5 increments 6-7 increments 2-3 increments
area work 1, 2016 to present = 4 points = 6 points = 2 points
specialization experience 40 hours National Training of (out of 10) (out of 10) (out of 10)
Trainers of Grade 11 Science
and Mathematics for the K-12
Enhanced Basic Education
Program [December 9 to 13,
2019]

d. Meeting the minimum (baseline) QS requirements for Education, Training,

and Experience shall be given zero (0) points.

e. The following general guidelines shall be observed in giving corresponding

points to relevant Education, Training, and Experience qualifications:
i. Education units and/or degrees in multiple or different majors may
be given corresponding points on a cumulative basis; provided, that
the units and/or degrees earned are relevant to the position applied
for; provided further, that the subjects completed are not
duplicated.
ii. Relevant training hours earned from digital/virtual/online learning
may be considered, subject to the conditions prescribed in CSC
Memorandum Circular (MC) No. 3, s. 2021 (General Guidelines on
Digital/Online Learning in the Public Sector).
iii. TESDA National Certification (NC) II and Trainers Methodology (TM)
Certificate may be considered for non-TVL applicants; provided that
the skills acquired from the training are relevant to the work,
duties, and responsibilities of teachers.
iv. For TVL, relevant training hours may include those earned on top
of the TESDA NC II and/or TM Certificate as may be required by
the QS.
v. Relevant experience gained from part-time work of at least four (4)
hours per day may be considered; provided, that the appropriate
Certificate of Employment is submitted with details on the actual
number of hours rendered. For purposes of giving points, the
months or years of relevant experience submitted shall be
transmuted to the equivalent months or years of experience based
on the CSC-required eight (8)-hour per day workday or 40-hour per
workweek.
vi. Relevant experience gained from abroad or outside the Philippines
may be considered provided that the applicant submits a Certificate
of Employment with proper authentication of foreign documents in
accordance with the Memorandum of the International Cooperation
Office dated 5 August 2019 with the subject “Apostille Convention
Takes Effect in the Philippines on 14 May 2019”. Those

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 documentary requirements written in languages other than English
or Filipino shall be accompanied by a complete English translation.

f. All applicable provisions on Qualification Standards as provided for in

Parts I to V, Rule VIII of the CSC MC No. 14, s. 2018 (ORAOHRA) shall
apply.

59. Performance. Performance refers to the assessment of how tasks, duties,

and responsibilities are carried out or accomplished by the applicant as evidenced
by duly-signed performance appraisal document.

The Results-Based Performance Management System (RPMS) Individual

Performance Commitment and Review Form (IPCRF) rating of at least Very
Satisfactory in the three (3) immediately preceding rating periods shall be
required. The points for performance shall be computed as follows:

Points(Performance) = x x WA(Performance)
5
Where:
x = Average performance rating from the three (3) immediately preceding rating periods
as reflected in the IPCR Form
5 = Highest possible performance rating in DepEd RPMS
WA = Weight Allocation for Performance (30 points)

Illustrative example:
x = 4.356
WA = 30
Points(Performance) = x 30 = 26.136 points
4.356
5

60. Classroom Observation. The teachers’ demonstration of COIs shall be

assessed through the conduct of the classroom observation or demonstration
teaching using the Classroom Observation Tool for Reclassification (COT-R),
focusing on the following COT Rubric Levels to capture good performance in the
corresponding PPST career stage:

• COT Levels 3 to 7 (Proficient) shall be used as gauge for assessing applicants to the
following positions
o Teacher II to VII
o SST I
o SpET I to IV
• COT Levels 4 to 8 (Highly Proficient) shall be used as gauge for assessing applicants
to the following positions:
o Master Teacher I and II
o SpET V
• COT Levels 5 to 9 (Distinguished) shall be used as gauge for assessing applicants to
the following positions:
o Master Teacher III to V

a. The Classroom Observable Indicators. The selected COIs indicated in this

Order shall constitute the classroom observable indicators for the
reclassification of teachers, unless otherwise modified by subsequent
issuances.

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 Table 5. PPST Classroom Observable Indicators

Career Stage Career Stage 2 Career Stage Career Stage 4

1-2 (Proficient) 3 (Distinguished)
(Beginning (Highly
towards Proficient)
Proficient)
TII T III T IV TV T VI T VII MT I MT II MT MT MT V
III IV
1.1.2 1.1.2 1.1.2 1.1.2 1.1.2 1.1.2 1.1.3 1.1.3 1.1.4 1.1.4 1.1.4
1.5.2 1.5.2 1.5.2 1.6.2 1.3.2 2.5.2 2.5.3 1.4.3 2.1.4 1.4.4 1.5.4
2.4.2 1.7.2 2.6.2 2.3.2 2.1.2 3.1.2 4.1.3 2.3.3 3.1.4 1.5.4 2.4.4
3.1.2 3.4.2 3.4.2 4.5.2 2.2.2 4.5.2 4.5.3 3.2.3 4.5.4 2.4.4 3.1.4
5.3.2 3.3.2 3.3.2 5.3.2 3.1.2 5.3.2 5.1.3 5.3.3 5.1.4 3.3.4 5.3.4

b. The Classroom Observation Tools for Reclassification (COT-R). The following

evaluative assessment tools are designed to measure the classroom
performance of teacher applicants against the identified observable
indicators:

i. COT-RSP Rubric (Annex J) refers to the rubric by which the

classroom performance of the teacher applicant is measured against
the observable indicators.
ii. Observation Notes Form (Annex K) is used by the observer to
record specific observations and comments on the classroom
performance of the teacher applicant.
iii. Rating Sheet (Annex L) is used to indicate the rating/level attained
by the teacher applicant in each of the indicators.
iv. Inter-Observer Agreement Form (Annex M) is used to indicate the
final rating for each indicator during the Inter-Observer Agreement
Exercise.

c. Classroom Observation Protocols. Observers shall ensure that all the steps
in classroom observation protocols detailed in this Order are judiciously
followed.

i. The members of sub-committee/s that will be designated to conduct

classroom observations shall selected from the pool of trained
assessors who have undergone rigorous training, together with the
HRMPSB, under the Assessors’ Program, which focused on the
conduct of multiple evaluation techniques in assessing the required
competencies. The assessors’ understanding and knowledge of the
PPST, the recruitment and selection process, the specific protocols
on the conduct of classroom observations, and expertise on the
learning areas/subject specialization being observed shall be the
primary consideration in the designation of the sub-committees.
Members of the sub-committees may include but not limited to
Master Teachers in higher ranks than the position to be filled, Head
Teachers, School Heads, Public School District Supervisors,
Education Program Specialists/ Supervisors.
ii. Two (2) to three (3) observers shall conduct the classroom
observation.

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 iii. Observers must not be related to the applicant within the third
degree of consanguinity or affinity.
iv. Observers shall review the COT-R Rubric and the forms to be
accomplished in the process of observation (i.e., Observation Notes
Form, Rating Sheet, and Inter-Observer Agreement Form) prior to
the actual conduct of the classroom observation. Only the
Observation Notes Form shall be brought and accomplished by the
observers during the actual observation.
v. Classroom observations shall be done in an actual classroom setting
with learners.
vi. It is highly recommended that the teacher applicants be observed for
the entire class duration (45 minutes to one (1) hour). However,
when difficult circumstances do not allow for the ideal duration for
classroom observations, such as challenges in logistics, large volume
of applicants, availability of learners and observers, a minimum of
15-minute observation shall be allowed.
vii. The Rating Sheet shall be accomplished individually by each
observer after the actual observation.
viii. Only the subject specialist shall rate Indicator 1.
ix. An Inter-Observer Agreement Exercise shall be done, whereby all
observers, after accomplishing the Rating Sheet individually, meet to
discuss the teacher applicant’s rating in each indicator and arrive at
a collegial final rating. The final rating is not an average of each
observer’s ratings. It shall be based on reasoned and consensual
judgment.
x. In the event when a face-to-face conduct of the classroom
observation is not feasible, the conduct of an online observation may
be allowed, as deemed necessary, provided that the protocols in Item
60.c.iv and Item 60.c.v are observed.
xi. Applicants are expected to perform at certain levels of performance
during the classroom observation: at least Level 6 for Proficient; at
least Level 7 for Highly Proficient; and at least Level 8 for
Distinguished. Final ratings below the minimum levels shall not
warrant disqualification but shall be noted for the information of the
appointing officer/authority.

d. The points for the PPST COIs shall be computed as follows:

Points(COI) = COT rating . x WA(COI)

Highest Possible Score

Where:
COT rating = Applicant’s final rating obtained as reflected in the COT-R Inter-Observer
Agreement Form
Highest possible score = 35 for Proficient (Teacher II–VII);
40 for Highly Proficient (MT I–II);
45 for Distinguished (MT III–IV)
WA = Weight Allocation for COI

Illustrative example:
Vacant position: MT I (Highly Proficient)
COT rating = 25
WA = 40

Points(COI) = 25 x 25 = 15.625 points

40

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 61. Portfolio Annotations. The teachers’ demonstration of NCOIs shall be
assessed through the teacher applicant’s narrative and annotations on how the
presented/submitted artifacts/means of verification (MOVs) from their RPMS
portfolio facilitated the achievement of the identified NCOI. It shall be done through
the accomplishment of the Portfolio Annotations Form (PAF).

a. The Non-Classroom Observable Strands/Indicators. The selected NCOIs

indicated in this Order shall constitute the non-classroom observable
objectives for the reclassification of teachers, unless otherwise modified by
subsequent issuances.

Career Stage 1-2 Career Stage 2 Career Stage 3 Career Stage 4

TII T III T IV TV T VI T VII MT I MT II MT III MT IV MT V

4.3.1 1.2.2 1.2.2 1.2.2 1.2.2 1.2.3 1.2.3 1.2.4 1.2.4 1.2.4 4.3.4

5.5.1 4.2.2 4.2.2 5.5.2 4.4.2 4.4.3 4.4.3 4.4.4 4.4.4 4.4.4 5.5.4

6.2.1 4.3.2 4.3.2 6.1.2 5.4.2 5.2.3 5.2.3 6.1.4 6.3.4 6.2.4 6.2.4

6.4.1 5.2.2 5.2.2 7.3.2 5.5.2 6.1.3 6.1.3 6.3.4 7.2.4 7.3.4 6.4.4

7.3.1 5.5.2 7.4.2 7.4.2 7.4.2 7.4.3 7.4.3 7.4.4 7.5.4 7.5.4 7.5.4

b. The Non-Classroom Observable Tools for Reclassification. The following

evaluative assessment tools are designed to measure the teacher
applicant’s understanding of the non-classroom observable indicators:

i. Portfolio Annotations Form (Annex N-1 and Annex N-2) is used to

demonstrate how the teacher applicant exhibits each of the NCOIs
by writing down annotations to the presented/submitted
artifacts/MOVs from their RPMS portfolio. The applicant shall
narrate how the MOVs facilitated the achievement of the NCOI.
ii. Portfolio Annotations Rubric (Annex O) refers to the rubric by
which the applicant’s annotations to the presented/submitted
documentations/MOVs are assessed against the non-classroom
observable indicators.
iii. Portfolio Annotations Inter-Assessor Agreement Form (Annex P)
is used to indicate the collegial final rating attained by the teacher
applicant in each of the NCOIs, as agreed upon by the assessors.

c. Protocols in Administering and Assessing the Demonstration of the Non-

Classroom Observable Indicators. Administrators and assessors of the PAF
shall ensure that the following protocols are judiciously followed:

i. The members of sub-committee/s that will be designated to conduct

the assessment of portfolio annotations shall selected from the pool
of trained assessors who have undergone rigorous training, together
with the HRMPSB, under the Assessors’ Program, which focused on
the conduct of multiple evaluation techniques in assessing the
required competencies. The assessors’ understanding and knowledge

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 of the PPST-NCOIs, the recruitment and selection process, the
specific protocols on the conduct of PAF administration and
assessment, and expertise on the learning areas/subject
specialization shall be the primary consideration in the designation
of the sub-committees. Members of the sub-committees may include
but not limited to Master Teachers in higher ranks than the position
to be filled, Head Teachers, School Heads, Public School District
Supervisors, Education Program Specialists/ Supervisors.
ii. Two (2) to three (3) PAF assessors shall assess the accomplished
PAFs.
iii. PAF assessors must not be related to the applicant within the third
degree of consanguinity or affinity.
iv. The PAF shall be accomplished on the spot. Applicants’ portfolio
containing NCOI artifacts/MOVs, which shall be the basis of the
annotations, shall be submitted on the set deadline, which may be
prior to the day of the administration of PAF.
v. Teacher applicants shall be given 45 minutes to one (1) hour to
accomplish the complete set of the PAF.
vi. The HRMPSB shall identify a designated location, preferably a room,
for teacher applicants to accomplish the PAF. A proctor shall be
assigned to discuss the instructions and oversee the process.
vii. In the event when a face-to-face administration of the PAF is not
feasible, the PAF may be administered online or through other
platforms, as deemed necessary. The following protocols shall apply:
a. Applicants shall be scheduled for an online platform meeting
(Zoom, Google Meet, etc.)
b. All applicants shall be required to keep their video/camera
turned on at all times to allow the proctor to monitor the
accomplishment of the PAF.
c. The PAF may be distributed through email. Applicants may
submit the accomplished PAF to a designated email address.
d. The PAF may likewise be administered using online forms
such as Google Form for easier collection and organization of
answers; provided that the security and confidentiality of the
applicants’ answers are ensured and protected. When using
Google Form, the ‘Locked Mode’ shall be enabled to prevent
the applicants from opening tabs or other applications while
accomplishing the PAF.
e. The PAF may also be administered using individual Google
Word files prepared for each applicant. Links to the individual
document shall be managed and sent individually to
applicants. Download, print, and copy options shall be
disabled to keep document confidentiality.
viii. Each PAF assessor shall individually assess the teacher applicant’s
demonstration and/or understanding of the indicator based on the
narrative and annotations vis-à-vis the Portfolio Annotations Rubric.
They shall focus on the content and not on the quantity of narratives
or annotations. Long answers do not necessarily merit a full
achievement of the indicator.
ix. PAF assessors shall use the portion ‘Other Remarks’ to write down
statement/s that support the given rating.
x. An Inter-Assessor Agreement shall be done whereby all assessors,
after rating the PAFs individually, meet to discuss the teacher
applicant’s rating in each indicator, and arrive at a collegial final

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 rating. The final rating is not an average of each assessors’ ratings.
It shall be based on objective, reasoned, and consensual judgment.

d. The points for the PPST NCOIs shall be computed as follows:

Points(NCOI) = PAF rating

20
Where:
PAF rating = Applicant’s total rating obtained in the demonstration of NCOIs as
reflected in the complete set of PAFs
20 = Highest possible score in the PAF
WA = Weight Allocation for NCOI

Illustrative example:
Portfolio Assessment rating = 14
WA = 15

Points(NCOI) = 14 x 15 = 10.5 points

20

Comparative Assessment Results for Expanded Reclassification (CAReER)

62. After a judicious and objective assessment of the qualified candidates, the
HRMPSB shall prepare the Comparative Assessment Result for Expanded
Reclassification (CAReER) per position within seven (7) calendar days after all the
applicants have been assessed. The CAReER shall contain a complete list of all
candidates for appointment whose total scores obtained from the comparative
assessment are ranked from highest to lowest, highlighting the names of teacher
applicants that can be accommodated based on the set number of slots as
indicated in the Official Memorandum / Call for Application.

63. The CAReER for a particular position shall be valid until exhausted. The
remaining applicants in the CAReER who were not accommodated in the current
year shall be prioritized in the reclassification for the following year. The
reclassification of their positions shall be processed before all other new applicants
can be accommodated.

64. In the event when a natural vacancy occurs due to promotion, resignation,
retirement, or any form of separation from service of an incumbent, the vacated Commented [RCJ1]:
teaching item shall be published and posted in accordance with the DepEd MSP According to Sir Garque (NTWG member), this is where the
and existing CSC rules and regulations. The HRMPSB shall convene and prepare a application of natural vacancy will apply. Emphasis on the
CAR that shall contain the following qualified candidates for appointment: case of IUs.

Suggestion: “shall be abolished or scrapped after nine (9)

a. Remaining candidates in the existing CAReER who were not months reckoned from the date the item was vacated;
accommodated in the regular reclassification process; provided, that there are no applicants for promotion or
b. Qualified applicants for transfer, provided they undergo the assessment transfer have expressed interest in applying for the position”
process subject to the applicable guidelines on transfer; and
c. Qualified applicants who opt to shift career lines, provided they undergo
the assessment process subject to the Agency MSP and applicable RSA
Guidelines for higher teaching and school administration positions
pursuant to Item 21 of this Order.

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 Vacated Teacher I positions shall be filled-up using the existing CAR-RQA for the
current school year, as may be established in accordance with the existing hiring
guidelines.

E. Processing and Approval of Reclassification of Positions

65. A complete set of duly-signed CAReER, together with accomplished M-TPPS

and M-PPPS Forms, shall be submitted by the HRMPSB to the Budget Officer of the
SDO for verification and attestation.

66. The verified CAReER and the accomplished M-TPPS and M-PPPS shall be
submitted to the Head of Office (i.e., SDS) for approval.

67. The SDS shall submit applications for reclassifications to the RO on or

before the deadline set by the RO as stipulated in their Official Regional
Memorandum. The following documents shall be submitted to the RO:

a. Endorsement Letter duly-signed by the SDS;

b. Duly-accomplished M-TPPS and M-PPPS Forms of qualified applicants;
c. Duly-signed CAReER;
d. Other supporting documents listed in Item 34.b to 34.k of this Order.

Only the documents of applicants who will be included in the cut-off based on
the budget allocation shall be forwarded to the RO.

68. The Teacher Credentials Evaluator (TCE) in the RO shall evaluate the
accomplished M-TPPS and M-PPPS based on the CSC-approved QS and
performance requirements as stipulated in Part C of this Order, for onward
submission to the HRMO.

69. The HRMO shall review the evaluated M-TPPS and M-PPPS; and
countersign, if in order, below the name of the Chief Administrative Officer (CAO),
Administrative Division. The HRMO shall likewise prepare the Reclassification List
for Teachers (see attached DBM-DepEd JC-Form No. 4-A, attached as Annex Q-1)
and Reclassification List for School Principals (see attached DBM-DepEd JC-Form
No. 4-A, attached as Annex Q-2), containing all the qualified applicants for
reclassification in the Region, for onward submission to the CAO.

70. The CAO shall certify the correctness of the Reclassification Lists and M-
TPPS and M-PPPS Forms by affixing their signature on the said documents, for
onward submission to the RO-Finance Division.

71. The RO-Finance Division shall certify the availability of funds; and if in
order, endorse the evaluated and signed Reclassification Lists and M-TPPS and M-
PPPS Forms to the Regional Director (RD) for approval.

72. The RD shall approve the Reclassification Lists as well as the accomplished
M-TPPS and M-PPPS Forms, for onward submission to the DBM-RO on or before
November 30 of the current year, for further evaluation.

73. The DBM RO shall process the reclassification of all applicants approved for
reclassification per Approved Reclassification Lists, M-TPPS, and M-PPPS; and

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prepare the corresponding Notices of Organization, Staffing and Classification
Action (NOSCA); and issue the same to the DepEd RO.

74. The DepEd RO shall endorse the DBM-approved Reclassification Lists, M-

TPPS, M-PPPS, and NOSCA to the DepEd SDO concerned.

75. Upon receipt of the NOSCA, the DepEd SDO shall prepare and process the
appointment papers and the necessary adjustment to the salaries; and issue the
same to all teachers concerned not later than March 30 the succeeding year, or
as may be determined by both DBM and DepEd in cases of emergency and
unprecedented situations.

76. The appointing officer/authority shall be accountable for the appointments.

They shall respond to queries and complaints pertaining to the results of the
selection.

77. All other provisions on appointment stipulated in Part V(E) Appointment of

the DepEd Merit Selection Plan and applicable rules and regulations as provided in
the ORAOHRA shall strictly be adhered to.

VIII. Monitoring and Evaluation

78. The Head of Office shall ensure that all HRMPSB members, sub-committees,
and other stakeholders are provided with adequate capability building
interventions to ensure smooth implementation of this Order. They shall regularly
monitor strict adherence to these guidelines. They shall establish a systematic
feedback mechanism; and evaluate, address, and report implementation and policy
issues that may arise.

79. Issues and concerns in relation to ECP system and reclassification of

positions shall be officially documented and resolved accordingly, subject to the
applicable policies and guidelines, rules and regulations, and relevant issuances.
Furthermore, the HRMPSB shall be responsible for responding to queries and
appeals related to the comparative assessment, while the HRMO shall be
responsible for addressing concerns on call for applications, receipt of applications,
and the initial evaluation process vis-à-vis the QS and performance requirements.

80. The Human Resource Development Division of the Bureau of Human

Resource and Organizational Development (BHROD-HRDD), together with the RO
HRDD and HRD under School Governance and Operations Division (SGOD) in the
SDO, shall regularly monitor and evaluate existing policies, guidelines, rules, and
regulations on the career progression system and reclassification guidelines. In
addition, both RO and SDO HRMPSBs may also submit their policy
recommendations to BHROD-HRDD whenever deemed necessary.

81. The result of the policy evaluation and consolidated recommendations from
HRMPSBs shall be consulted by the BHROD-HRDD with the DBM, CSC, PRC, and
other government agencies concerned.

82. The BHROD-HRDD shall recommend policy actions on the HR management

rules and regulations to the Office of the Secretary that will serve the best the
interest of the Department.

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 IX. References

83. This Order is formulated on the basis of provisions stipulated in the

following issuances:

a. EO 174, “Establishing the Expanded Career Progression System for Public

School Teachers”
b. RA 6758, “An Act Prescribing a Revised Compensation and Position
Classification System in the Government and for Other Purposes”
c. Senate and House of Representatives Joint Resolution No. 4, “Joint
Resolution Authorizing the President of the Philippines to Modify the
Compensation and Position Classification System of Civilian Personnel and
the Base Pay Schedule of Military and Uniformed Personnel in the
Government, and for Other Purposes”
d. DBM-DepEd Joint Circular No. ____, s. 2023, “Modified Position
Classification and Compensation Scheme and System of Career Progression
of Teachers in Public Elementary and Secondary Schools”
e. DBM Circular Letter No. 2007-6, “Manual on the Position Classification
and Compensation”
f. DO 42, s. 2017, “National Adoption and Implementation of the Philippine
Professional Standards for Teachers”
g. DO 24, s. 2020, “National Adoption and Implementation of the Philippine
Professional Standards for School Heads”
h. DBM Budget Circular No. 2018-3, “Guidelines on the Reclassification of
Positions”
i. CSC Memorandum Circular No. 14, s. 2018, “2017 Omnibus Rules on
Appointments and Other Human Resource Actions, Revised July 2018”
j. DO 019, s. 2022, “The Department of Education Merit Selection Plan”
k. DO 007, s. 2023, “Guidelines on Recruitment, Selection, and Appointment
in the Department of Education"

X. Repealing Clause

84. All provisions of the following DepEd Orders, rules and regulations, and
other related issuances that pertain to the career progression system for teachers
and reclassification of teaching and school administration positions, which are
inconsistent with this Order and its provisions, are hereby repealed, rescinded, or
amended accordingly.

a. Chapter 6 of DBM Circular Letter No. 2007-6, “Manual on the Position

Classification and Compensation”
b. DO 97, s. 2011, “Revised Guidelines on the Allocation and Reclassification
of School Heads Positions”

XI. Separability Clause

85. If any provision of this policy or the application of such provision to any
person or circumstance is declared invalid, the remainder of the policy or the
application of such provision to other persons or circumstances shall not be
affected by such declaration.

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 XII. Transitory Provisions

86. In order to ensure smooth transition and proper implementation of EO 174,

its IRR, and this DepEd Order, the undertaking of the following critical activities
shall be required in preparation and setting up of the necessary structural and
technological mechanisms:

a. Issuance of the CSC-approved QS for Teacher I-VII, Master Teacher I-V,

School Principal I positions, including the parenthetical titles for SpET I-V
and SST I positions.
b. Capacity building of HR implementers and assessors through the National
and Regional Assessors’ Program.
c. Development of resource packages for capability building.
d. Advocacy and information dissemination based on the approved Change
Communication Plan.
e. Development and establishment of electronic system for performance data
collection and consolidation.
f. Streamlining of relevant policies and guidelines, to include but not limited
to the following:

i. Teacher Induction Program

ii. Professional development curriculum for teachers and school heads
iii. Organizational School Structure and Staffing Standards
iv. Distribution of teaching workloads
v. RPMS Guidelines
vi. School-based L&D Plan

XIII. Effectivity

87. This DepEd Order shall take effect immediately upon issuance and shall
be registered with the Office of the National Administrative Register (ONAR).

88. This policy shall apply to positions covered by this Order.

89. The existing hiring guidelines for Teacher I positions as stipulated in DO

007, s. 2023 and its subsequent issuances shall remain in effect to govern the
appointment of teachers to Teacher I positions in all levels from Kindergarden to
SHS, unless otherwise repealed, modified, or amended by subsequent policies.

90. The existing RSA guidelines as stipulated in DO 007, s. 2023 and its
subsequent issuances shall remain in effect to govern the appointment of teachers
to natural vacancies, unless otherwise repealed, modified, or amended by
subsequent policies.

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