Session Slides of National Orientation on DO 24, s. 2025 (2).pdf

N A T I O N A L O R I E N T A T I O N
Expanded Career Progression System
NATIONAL ORIENTATION
ON THE IMPLEMENTATION OF THE EXPANDED
CAREER PROGRESSION SYSTEM FOR
TEACHERS AND SCHOOL HEADS
DepEd Order No. 024, s. 2025

ORIENTATION OBJECTIVES:
Orient all concerned personnel on the salient provisions of the DO 024,
s. 2025, pursuant to Executive Order No. 174, s. 2022, its Implementing
Rules and Regulations (IRR), and DBM-DepEd Joint Circular No. 01,
s. 2025;
Ensure uniform understanding of transitory provisions, qualification
standards, modified staffing standards, and reclassification processes
under the Expanded Career Progression System; and
Provide a platform for dialogue and clarification of policy and
implementation concerns.

ECP JOURNEY
Executive Order No.
174, s. 2022
Implementing Rules and Regulations
of EO No. 174, s. 2022: “Establishing the
Expanded Career Progression (ECP)
System for Public School Teachers”
DBM-DepEd
Joint Circular No. 1, s. 2025
Modified Position Classification and
Compensation Scheme and System
of Career Progression of Teachers
and School Heads in the Public Basic
Education System
DO 19, s. 2025
Revised Qualification Standards for
Teaching and Principal positions,
including the new positions created
under EO 174 (Teacher IV-VII, Master
Teacher V)
DO 024, s. 2025
DepEd Order on the
Implementation of Expanded
Career Progression System
for Teachers and School
Heads in the Department of
Education.
Establishing the Expanded
Career Progression (ECP)
System for Public School
Teachers
IRR of EO No. 174, s. 2022

Session I:
Overview of the Expanded
Career Progression for
Teachers and School Heads

Executive Order No. 174, s. 2022
EO 174 “Expanded Career Progression
System for Public School Teachers”
…promote professional
development and career
progression of teachers and define
the career lines within the public
school system that applies to all
teachers in the Elementary and
Secondary levels, including SHS.

Highly Proficient
Master Teacher II
20
Master Teacher I
*Teacher VII
*Teacher VI
*Teacher V
*Teacher IV
Teacher III
22
21
19
Teacher II
Teacher I
Master Teacher III
Master Teacher IV
*Master Teacher V
School Principal I
School Principal II
School Principal III
School Principal IV
*Additional Teaching positions
Executive Order No. 174, s. 2022
EO 174 “Expanded Career Progression System
for Public School Teachers”
• authorizes the creation of additional
teaching positions in the teaching career
line
• provides redefined parameters in choosing
between the established career options –
specialized classroom teaching and
school administration
• Teachers may only be allowed to choose between career
paths upon reaching MT 1
• attaches teacher progression / promotion
with the professional standards (PPST,
PPSSH)
– should be defined in the IRR or other issuances

Our Vision for Teachers’ Career Progression
Teachers should be given
career options between
classroom teaching and
school administration.
“Wala ng public school
teacher ang magre-retire
na Teacher I lamang.”
Teachers’ career path
should allow them to
remain in the classroom
while advancing in stature
and compensation.
Teachers’ career
advancement should be
based on quality of
teaching practice.
Our Strategy to Realize our Vision
Uphold teacher quality
standards through
competency- and merit-
based promotion/reclass.
Clarify and rationalize career
paths for teachers.
Teachers may choose
alternative career paths once
they reach Highly Proficient.
Create new positions in the
classroom teaching career
line (Teacher IV, V, VI, VII and
Master Teacher V) thereby
providing more opportunities
for promotion.
Reclassification as the
primary means for
promotion, making
promotion
faster and self-paced.

Total Number of filled Teaching positions
884,790
GMIS data as of 24 April 2025
91%
of filled teaching positions are occupied by Teachers I-III
34%
17%
40%
Teacher I Teacher II Teacher III
of teacher population are
Teacher I
1/3 (301,133)
Teachers in Numbers

DepEd Workforce Study (2018)
“In the Philippines, teacher promotion
occur at an alarming slow rate, with data
indicating that it takes an average of 15
years to progress from Teacher I to
Teacher III."
The most critical threats to teacher motivation
in the Philippines are:
1. Increased Workload and Challenges
2. Few Opportunities for Career
Development
3. Unclear and Constant Changes to
Institutional Environment
4. Few or No Learning Materials and Facilities
Teacher Motivation: Theoretical Framework, Situation Analysis,
Save the Children (2018)
“ With teachers aiming for career movement […],
opportunities for career progression should be
made a viable option for teachers who want to
focus on classroom teaching.”
“…provide additional career progression steps
for teachers and master teachers to ensure
high performing, experienced and expert
teachers are retained within the system and
provided with opportunities for professional
growth and development.”
Exploring Teachers’ Whys: Understanding Motivation Among
Teachers in the Philippines, SEAMEO-Innotech (2021)

EDCOM II Year 2 Report
Career Progression
"Limited opportunities for career advancement force
teachers to move into administrative roles to secure
higher pay rather than progressing through
classroom-based positions."
“In the Philippines, teacher promotion occur at an
alarming slow rate, with data indicating that it takes
an average of 15 years to progress from Teacher I to
Teacher III."
EDCOM's Key Recommendations:
✓ Institutionalize career progression for public school
teachers.
✓ Harmonize qualification standards and assessments.
✓ Promote merit-based and flexible career progression.

Boost teacher morale,
drive motivation, and
incentivize high
performance
through career
advancement rather
than across-the-board
salary increase.
Uphold teacher quality
through competency- and
merit-based promotion.
Reclassification based on
PPST/teacher quality
standards rather than
pure credentials.
Create more
opportunities for
promotion for qualified
teachers.
Teachers may be
promoted up to Teacher
VII; while completing
Master’s degree.
Career Progression: Government Response to Teachers

Sa sistemang ito, wala ng
public school teacher ang
magre-retire na Teacher I
lamang.
President Ferdinand “Bongbong” R. Marcos Jr.
State of the Nation Address
Batasang Pambansa, July 22, 2024

Key Provisions
of the DepEd Order
No. 024, s. 2025

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
*Including all teaching positions bearing the parenthetical titles of Special Needs Education Teacher and Special
Science Teacher
Guidance Counselors, Guidance
Coordinators, School Farming
Coordinators, Vocational Instruction
Supervisors
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
Teaching positions in non DepEd-
managed schools and community
learning centers (i.e., PHSA, NAS, PSHS,
SUCs)
Teaching positions in Bangsamoro
Autonomous Region in Muslim
Mindanao (BARMM)
Other positions that are neither
specified in EO No. 174 nor specifically
identified by the DepEd as covered by
the System.
Scope:
Exclusion:

Embedding the
Professional
Standards into the
Career Life of
Teachers & School
Leaders

The Teacher Development Framework

Table of Equivalence
and Switching Career
Tracks

PPSSH Career Stage IV
PPSSH Career Stage III
PPSSH Career Stage II
PPSSH Career Stage I
(Aspiring Principals)
PPST Career Stage IV
(Distinguished)
PPST Career Stage III
(Highly Proficient)
PPST Career Stage II
(Proficient)
PPST Career Stage I
(Beginning Towards Proficient)
Master Teacher II
20
Master Teacher I
*Teacher VII
*Teacher VI
*Teacher V
*Teacher IV
Teacher III
22
21
19
Teacher II
Teacher I
Master Teacher III
Master Teacher IV
*Master Teacher V
School Principal I
School Principal II
School Principal III
School Principal IV
School Administration Career Line
Teaching Career Line

Hiring and promotion to positions in the ECP System shall be
based on merit, fitness, and competence.
Promotions shall be primarily through reclassification;
without precluding promotions through natural vacancy in
the event of newly created items or vacated positions.
Entry and Advancement in the Classroom Teaching Career Line

Promotion shall be non-hierarchical; provided that the
following conditions are met:
Career Stage-based
Advancement
No teacher shall progress to higher
career stages without progressing
through each of the career stages.
Three (3) Salary Grade
Limitation
Promotion, through reclassification or
natural vacancy, shall not exceed
three (3) salary grades than the
applicant’s current position; except
when the promotional appointment
falls within the purview of any
applicable exemptions granted by the
CSC as stipulated in the ORAOHRA.

Vacated positions shall be abolished to create new positions
(i.e. conversion) if it remains vacant after it has been
published and posted as natural vacancy for one (1) year
reckoned from the date of vacancy.
Scrap-and-Build Policy
Vacated Position Converted Position
School Principal II, II, IV School Principal I
Teacher II, III, IV, V, VI, VI
Special Science Teacher I, II
Master Teacher I, II, III, IV, V
Teacher I

CSC-Approved
Qualification Standards
✓ Education
✓ Training
✓ Experience
✓ Eligibility
PPST-BasedPerformance
Requirements
meet the desired proficiency
level for teachers defined
under the PPST as may be
assessed through
Performance Ratings
Undergo the comparative
assessment
✓ Education, Training, Experience
✓ PPST-based Performance
✓ Classroom Observation to assess
PPST-Classroom Observable
indicators
✓ Teacher Portfolio and Interview to
showcase PPST Non-Classroom
Observable indicators
• Enclosure No. 2: ‘Guidelines on the Reclassification to Teaching Positions’; and
• DO 20, s. 2024: ‘Guidelines on the Recruitment, Selection, and Appointment to Higher Teaching Positions’ for natural vacancy.

Entry and Advancement in the School Administration Career Line
CSC-Approved
✓ Education
✓ Training
✓ Experience
✓ Eligibility
DepEd-administered
School Head Assessment
Entry to School Principal
positions shall require the
passing of a DepEd-
administered qualifying
examination anchored on the
PPSSH
Enclosure No. 3 to DO
024, s. 2025
✓ Education, Training, Experience
✓ Performance
✓ Outstanding Accomplishments
✓ Application of Education
✓ Application of L&D
✓ Potential
Enclosure No. 3 to DO 007, s. 2023: ‘Guidelines on the Recruitment, Selection, and Appointment in the Department of Education, and its
subsequent issuances, for natural vacancy.

Switching of career line shall be allowed once.
Applicant must meet the QS and undergo assessment for
the position applied for.
Subject to availability of vacant position and/or applicable
staffing standards for MT and School Principal.
Switching Career Lines

UNDERSTANDING CHECKPOINT!
Question:
Who is covered by the ECP System?
Answer:
All teacher and school principal incumbents, holding permanent appointments, in all
levels from Kindergarten to SHS, including those handling Alternative Learning System
(ALS), Madrasah, and Indigenous Peoples Education (IPEd).
It shall also apply to Special Science Teachers (SST) and Special Needs Education
Teachers (SNET) whose positions shall bear such parenthetical title pursuant to
Sections 21 and 25 of the IRR of EO 174.

Question:
Who is not covered by the ECP System?
Answer:
The ECP System does not cover: Guidance Counselors/Coordinators, Vocational
Instruction Supervisors, School Librarians, teachers in non-DepEd schools (e.g., PHSA,
NAS, PSHS, SUCs), BARMM teachers (unless adopted), and roles not specified in EO 174 or
by DepEd.

FACT OR MYTH?
"Ang mga guro mula sa Career Stage I (Teacher I-III)
ay pwedeng direktang tumalon sa Career Stage III (MT I-II)
nang hindi dumadaan sa Career Stage II (Teacher IV-VII)"
MYTH:
Incumbents of any position under Career Stage I - Beginning towards
Proficient (Teacher I-III) shall be required to go through any of the positions
under Career Stage II – Proficient (Teacher IV-VII) before advancing to any
position under Career Stage III – Highly Proficient (MT I-II)

FACT OR MYTH?
"Ang mga guro ay maaring mag-apply sa CT o SA career line
kahit higit sa tatlong (3) salary grades ang pagitan mula
sa kanilang kasalukuyang Salary Grade o Position."
FACT:
Promotion, whether through reclassification or natural vacancy, shall not exceed three
(3) salary grades higher than the applicant’s present position, except when the
promotional appointment falls within the purview of any applicable exemptions
granted by the CSC as stipulated in the ORAOHRA. In such cases, appropriate
justification shall be submitted to the oversight agencies (i.e., DBM and CSC), together
with other required documents, for evaluation and approval.

FACT OR MYTH?
"Ayon sa bagong Expanded Career Progression System, ang isang guro ay
maaring pumili ng ng kanyang Career Track, whether Teaching Career Line or
School Administration Career Line, upon reaching Master Teacher II position "
MYTH:
Teachers may choose between the CT and SA career lines upon
reaching Master Teacher I position not Master Teacher II

FACT OR MYTH?
"Pahirapan ang promotion sa bagong Expanded Career Progression
System dahil sa maraming application requirements tulad ng
training, further education, at portfolio."
MYTH:
• Since the new system follows a competency- and merit-based approach, these requirements
serve as measurable indicators of an applicant’s competencies and readiness to take on higher
teaching or school leadership positions.
• These are not merely requirements to fulfill; rather, they are integral to the teacher’s professional
development. By recognizing them in the promotion process, we give due merit to the continuous
efforts of teachers to improve their practice.

Session II:
Modified Staffing Standards
for Master Teacher and
School Principal Positions

Legal Basis Position Parameter
1997 Organization and Staffing Standards for
DECS Schools Divisions, Elementary and
Secondary Schools
ELEMENTARY SCHOOLS
Teacher-in-Charge 1-6 teachers
Head Teacher 7-9 teachers
Elementary School Principal I 10-29 teachers
Elementary School Principal II 30-59 teachers
Elementary School Principal III 60-99 teachers
Elementary School Principal IV >100 teachers
SECONDARY SCHOOLS
Secondary School Principal I 10-25 teachers
Secondary School Principal II 26-99 teachers
Secondary School Principal III 100-174 teachers
Secondary School Principal IV >175 teachers
Old Parameters for School Heads and Master Teachers
Legal Basis Position Parameter
1997 Organization and Staffing Standards for
DECS Schools Divisions, Elementary and
Secondary Schools
ELEMENTARY SCHOOLS (10% of the total authorized teacher positions in the district)
Master Teacher I 6.6% of the total number of authorized teaching
positions
Master Teacher II 3.4% of the number of authorized Master
Teacher I positions.
SECONDARY SCHOOLS
Master Teacher Position (Regardless of Level) 5-7 authorized teacher positions within the
school.

Master Teacher
Kindergarten and Elementary Secondary (JHS) Secondary (SHS)
One (1) MT item for
every five (5) Teachers
within the school,
regardless of position title
One (1) plantilla item for
per subject/learning area
within the school,
One (1) plantilla item for
per track within the school, regardless
of position title
School Principal
One (1) School Principal item,
regardless of position title or level,
shall be authorized for every unique school
(i.e., school with School ID)

Regional Science
High Schools
One (1) MT for
every three (3) Teachers
per subject/learning area
within the school,
Master Teacher
Multigrade/
Hardship Posts
One (1) MT for
every three (3) Teachers
within the school,
ALS
One (1) MT for
every five (5) ALS Teachers
within the Schools Division,
SNET
One (1) MT for
every five (5) SNET
Teachers within the
Schools Division,

The Modified Staffing Standards ensures…
Strengthen School
Leadership and
Management
Through the implementation of a
‘one school, one principal’ policy
Greater
Opportunities for
Promotion
More teachers can get promoted
by lowering the Master Teacher-
Teacher ratio
Career
Advancement in
Small Schools
Teachers need not transfer to
central schools and away from
their families to get promoted.

FACT OR MYTH?
"Sa bagong Career Progression System,
ang Master Teacher–Teacher ratio sa mga secondary schools ay 1:7"
MYTH:
For Junior High School (JHS), one (1) Master Teacher item, regardless of position title or level, shall be
authorized for every five (5) teachers per subject/learning area within the school. For SHS, one (1) Master
Teacher item, regardless of position title or level, shall be authorized for every five (5) teachers per track
within the school

FACT OR MYTH?
"Sa bagong Career Progression System,
bawat school ay magkakaroon ng isang School Principal"
FACT:
Pursuant to DBM-DepEd Joint Circular No, 01, s. 2025, one (1) School Principal item, regardless of position
title or level, shall be authorized for every unique school (i.e., school with School ID).

Session III:
Transitory Provisions

The transition period shall be
three (3) years reckoned from
the date of issuance of the IRR.
• Publication Date: February 25, 2025
• End of Transition Period: February 24, 2028
TRANSITION PERIOD

Conversion of Existing Vacant Positions
“Scrap-and-build” – convert existing vacant positions to Teacher I
Position can be found
on the ECP System
Teacher II-III
Master Teacher I-IV,
School Principal II-IV
• Vacant Teaching Positions: Convert to Teacher I item,
one (1) year after the issuance of IRR (February 25, 2025)
• Vacant School Principal II-IV: Convert to School Principal I item,
one (1) year after the issuance of IRR (February 25, 2025)
• Note: SDOs to employ all necessary means to fill-up the position in
accordance with the DepEd MSP and applicable RSA Guidelines
Positions that is
no longer in the
ECP System
Head Teacher I-VI
Assistant School Principal I-III
Special School Principal
Assistant Special School Principal
• HTs, ASPs: Convert to Teacher I item 90 days after issuance of DO 024
• SSP: Convert to School Principal I item, one (1) year after the issuance
of DO 024
• DepEd to submit request for conversion to DBM
Positions (i.e., HTs, ASPs, SST, SNET) that are already published and posted and/or with ongoing assessment and
selection prior to the issuance of DO 024, s. 2025 shall continue to be governed by old guidelines.

Qualified individuals, who are holding current positions that do not conform
with position titles in the ECP System, may be promoted or reclassified to
appropriate positions in the ECP System that are commensurate to their
qualifications and proficiency level, subject to the necessary assessments
and applicable staffing standards and deployment parameters
• Special School Principal I, II
• Assistant Special School Principal I
• Assistant School Principal I, II, III
• Head Teacher I, II, III, IV, V, VI
• SNET I, II, III, IV, V
• SST I, II
Promotion or Reclassification of Incumbents
For the duration of the three (3)-year transition period, they shall be given
priority in the promotion through reclassification and natural vacancy

Retitling of Existing Filled
Positions
Existing filled positions that
are no longer included in
the ECP System shall be
retitled to the positions of
equivalent SG.
Special School Principal I
Assistant School Principal II
Head Teacher VI
Assistant School Principal I
Assistant Special School Principal I
Head Teacher V
Head Teacher IV
Head Teacher III
Head Teacher II
Head Teacher I
Special School Principal II
Assistant School Principal III 20
School Principal I (Qualified*)
Master Teacher II (DQ)
Master Teacher I
Teacher VII
Teacher VI
Teacher V
Teacher IV
School Principal II (Qualified*)
Master Teacher III (DQ)
19
18
17
16
15
14
CURRENT POSITION RETITLED POSITION
SG
Special School Principals shall not
be required to pass the NASH and
undergo HRMPSB Assessment

Promotion
Opportunities
Decision Option
Designations
& Functions
Qualifications
& Eligibility
Options for HT VI, ASP II, & ASP III
QUALIFICATION STANDARDS &
SCHOOL HEAD ASSESSMENT
Qualified for Principal
(QS and SH Assessment)
Not Qualified for Principal
(QS and SH Assessment)
Retitle to Equivalent
Master Teacher Position
(subject to staffing standards)
Perform School Head
function in any
Elementary or
Secondary School
with no SP item
Assume function
of a Master
Teacher
Perform their existing
function in the same
school by virtue of
designation
(*ASHD, **DHD)
Perform function of a
School Head designate
in any Elementary or
Secondary school
with no SP item
Priority in the Promotion
through Reclassification or
Natural Vacancy
Retitle to Equivalent
School Principal Position
(subject to staffing
standards)
*Assistant School Head Designate
**Department Head Designate
Retain position title and
perform existing function in
the same school, until an
SP item becomes vacant
Applicable in the case where all
schools have been assigned
with one SP
Natural Vacancy
Switching of Career Line
Incumbents who may not qualify for either SP or MT position and those who may not be retitled to Master Teacher as may be declared
as excess per established staffing standards, shall retain their position title and continue to perform as ASHD or DHD in the same school.

Decision Options
Designations
& Functions
Options for HT I-V & ASP I
RETAIN
in the current position
Perform the same
function
*May opt to be retitled within the
3-year transition period
*CTI after the 3 years
RETITLE
to Equivalent Master Teacher or
Teacher Position
Assume function of a
Teacher or Master
Teacher
Perform their existing
function in the same
school by virtue of
designation
Perform function of a
School Head
designate in schools
with needs
Promotion
Opportunities
Priority in the Promotion to
School Principal I through
Natural Vacancy
Natural Vacancy
Switching of Career Line

SNET I-IV & SST I-II
The positions of Special Needs
Education Teachers (SNET) and
Special Science Teachers (SST)
shall be retitled to the equivalent
position in the ECP System and
shall maintain the parenthetical
titles as SNET and SST.
Special Needs Education
Teachers V
Special Needs Education Teachers
IV
Teachers III
Special Science Teacher II
Teachers II
Teachers I
Special Science Teacher I
Master Teacher I
(Special Needs Education Master Teacher I)
Teacher VII
(Special Needs Education Teacher IV)
Teacher VI
(Special Needs Education Teacher III)
Teacher VI
(Special Science Teacher)
Teacher V
(Special Needs Education Teacher II)
Teacher IV
(Special Needs Education Teacher I)
Teacher III
(Special Science Teacher)
18
17
16
15
14
13
CURRENT POSITION RETITLED POSITION
SG
Incumbents of the said positions shall
perform the same functions attached to
their positions.
Upon issuance of this Order, SDOs shall be given 90 days to facilitate the retitling of SNET and SST
positions to the appropriate positions as stated above.
Consistent with scrap-and-build policy, all vacant SNET and SST positions shall be filled within one (1) year from
the date of vacancy. If they remain unfilled after one year, the items shall be converted to Teacher I.

Incumbent HTs, ASPs, SSPs, ASSPs shall
be considered as on-stream candidates
during the 3-year transition period
• They shall be given PD interventions to equip
them to become full-fledged principals
• They are priority on promotion/reclass to
appropriate School Principal position
without passing through MT I position.
If after the 3-year transition period, on-stream candidates, who
opted to retain their current position, fail to advance in their career
or request the retitling of their current position to the equivalent
position in the ECP System, the position they are holding shall be
tagged as Co-terminus with the Incumbent (CTI)
CTI positions shall be converted to Teacher I once vacated
through any form of separation from service.
ON-STREAM CANDIDATES
On-stream candidates, either retained or
retitled, who are currently managing
schools (as in the case of Elementary)
and who opted to continue performing
their existing function as School Head
shall maintain their School Head
designation in the same school within the
3-year transition period.
However, if they fail to be reclassified to School
Principal I position within the 3-year period and a
full-fledged School Principal has been appointed,
they shall be designated as Assistant School
Head Designate for School Operations and
Management in any Elementary or Secondary
schools with enrolment of more than 1,000
learners.

Designation and Redeployment of Excess Items and/or Incumbents
Appropriate designation orders shall be issued to incumbents who
opt to take on the functions of a School Head designate,
Assistant School Head designate, or Department Head
designate.
Staffing complement resulting from the retitling of positions shall
be subject to redeployment of positions and/or personnel to
schools with identified need
In cases where all schools within the SDO have been assigned with one (1) School Principal,
remaining incumbents of positions affected by the implementation of the Transitory Provisions
shall be designated as either Assistant School Head Designate or Department Head Designate in
Elementary or Secondary schools.

A Department Head Designate shall be assigned in Grades 4-6, JHS, and SHS.
In Kindergarten to Grade 3, Department Head Designates shall serve as a Grade
Level Head.
• Department Head Designates shall come from the ranks of Master Teachers in the
particular subject/learning area/track
• Official Designation Order: duly-signed by the SDS
• Duration of Designation: shall be on 1-year rotation
• Teaching Load: 3 hours
• Duties and responsibilities: detailed in Appendix 3 of DO 024
• Performance: they shall use the prescribed IPCRF to reflect their performance as teacher
based on the PPST and their contributions as DHD to the School performance. They shall
reflect their performance targets and accomplishments as Department Head Designate
under the KRA on Teaching and Learning Delivery.
Department Head Designate

An Assistant School Head Designate shall be assigned in schools with an
enrolment of more than 1,000 learners.
• Assistant School Head Designates shall come from the ranks of Teacher VI, Teacher VII,
and Master Teacher I.
• Official Designation Order: duly signed by the SDS
• Assistant School Heads, including those who opted to retain and those who may be
designated, shall focus on School Operations and Learner Support.
• Pursuant to DO 005, s. 2024, a designated ASP shall be relieved of teaching load to allow full
discharge of school leadership and management duties. An ASP may be assigned a
teaching load on the condition that all teachers in the school have been assigned the
maximum teaching overload of 2 hours.
• Duties and responsibilities: detailed in Appendix 4 of DO 024
• Performance: they shall use the generic IPCRF to reflect their performance targets and
accomplishments as Assistant School Head Designate aligned with the School OPCRF.
Assistant School Head Designate

FACT OR MYTH?
"Sa bagong Career Progression System, lahat ng HTs na
ma-re-retitle sa equivalent Teaching o Master Teacher position
ay required na magturo"
MYTH:
It could be one of their options but not mandatory. HTs and ASPs retitled to equivalent teaching positions
are given options in terms of functions to be performed:
• Assume the functions attached to retitled Teacher/Master Teacher position
• Perform existing functions by virtue of designation
• Perform as a School Head designate in any Elementary or Secondary school within the SDO with no
School Principal item

FACT OR MYTH?
MYTH:
Positions (i.e., HTs, ASPs, SST, SNET) that are already published and posted
and/or with ongoing assessment and selection prior to the issuance of DO
024, s. 2025 shall continue to be governed by old guidelines.
"Lahat ng ongoing assessment para sa vacant HT at ASP
na nasimulan bago ang effectivity ng DO 024, s. 2025
ay hindi na ipagpapatuloy at kailangang ulitin ang assessment
gamit ang bagong guidelines"

FACT OR MYTH?
"Sa bagong Expanded Career Progression System, hindi binigyang-halaga at
tila pinabayaan ang mga Head Teachers at Assistant School Principals"
MYTH:
• During the 3-year transition period, regarded as on-stream candidates for the
School Administration Career Line.
• They shall be given professional development interventions to equip them with the
necessary competencies to be full-fledged principals
• They are priority in the promotion whether through reclassification or natural
vacancy to School Principal I position without passing through Master Teacher I

Question:
I am holding an ECP-affected position, do I need to pass through
Master Teacher I before being reclassified to Principal I?
Answer:
For the duration of the 3-year transition period, you shall be given priority
in the promotion whether through reclassification or natural vacancy to
School Principal I position without passing through Master Teacher I
position.

Question:
If I’m already at Step 2 or higher and reclassified to an equivalent
position, will my step increment reset to Step 1?
Answer:
No. Pursuant to Section 5.5 of DBM Budget Circular No. 2019-1, incumbents
of positions which were retitled shall continue to be paid at their present
salary rate, including step increment.

Question:
I am an ECP-affected HT who does not qualify for either School Principal
or Master Teacher position, what options do I have?
Answer:
Incumbents are given the option to retain their position title and continue
to perform as Assistant School Head or Department Head in the same
school by virtue of designation.

Question:
I am a Special Needs Education Teacher, how does the ECP System
affect my career?
Answer:
Your position shall be retitled to the equivalent position in the ECP system
and shall maintain the parenthetical titles of Special Needs Education
Teacher. You shall perform the same function.

Question:
I am a qualified incumbent of an ECP-affected position but all schools in our
SDOs have already been assigned with 1 School Principal, what options do I
have?
Answer:
• You may retain your position title and continue to perform as Assistant School Head
or Department Head in the same school by virtual of designation;
• During the 3-year transition period, you will be given priority for promotion through
natural vacancies, provided you are among the top five or top-ranking candidates
in the selection process.

Question:
Does retitling to an ECP-equivalent position require undergoing HRMPSB
assessment?
Answer:
No. All Incumbents who will be retitled to equivalent position titles in the ECP system
are not required to undergo the HRMPSB comparative assessment. However, meeting
the CSC-Approved QS shall be required.

Session IV:
Guidelines on the
Reclassification to
Teaching Positions
Enclosure No. 2 to DepEd Order No. 024, s. 2025

Call for Applications:
The SDS shall issue an official memorandum calling for
applications for reclassification of teaching positions not later than
June 30 of the current year.
*Subsequent calls for applications may be done within the year subject to availability
of funds.
The estimated 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 analysis; and
c. Applicable staffing standards and ratios for Master Teacher position

All interested applicants for
reclassification shall submit the
Reclassification Form for Teaching
Positions (RFTP) (Annex B-1) to the
respective HRMOs, through the Records
Unit, on or before the deadline indicated
in the SDO Memorandum or Call for
Applications.
✓ The RFTP Form is a tool for determining the appropriate
classification of a position.
✓ The form reflects the applicant’s attainment of the
minimum qualifications of the position per CSC-approved
QS, performance, and comparative assessment results.
Submission and Receipt of Application Documents:

The RFTP shall be supported by the following documents:
a. Letter of intent addressed to the SDS containing the following information:
• Statement of Purpose/Expression of interest
• Position applied for
b. Duly accomplished PDS (CS Form 212, Revised 2025) with Work Experience Sheet
c. Photocopy of valid and updated PRC License/ID
d. Certificate of Competency Level issued by authorized body (if applicable)
e. Photocopy of scholastic/academic record (i.e., Special Orders, 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 NEAP-accredited professional development programs/courses, or
certificates of training issued by NEAP-accredited public and private institutions or Photocopy of certificate/s
of relevant specialized trainings or professional development programs
i. Photocopy of Technical Education and Skills Development Authority (TESDA) National Certificate (NC) II17,
Trainers Methodology Certificate (TMC) (for SHS applicants in the Technical-Vocational-Livelihood (TVL) track
only)
j. Photocopy of the required Performance Ratings with at least Very Satisfactory rating
(Note: The applicant shall submit at most three (3) performance ratings depending on the performance requirements. The
latest performance rating shall cover one (1) year complete performance rating period in the current position);
k. Checklist of Requirements and Omnibus Sworn Statement on the Certification on the Authenticity and
Veracity (CAV)
l. 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.

Assessment Process
(QS) Evaluation
Standards-based
Requirements Evaluation
Comparative
Assessment
Education-Training-
Experience
Performance Rating Classroom Observation
CAReER
Start
Qualified?
Met?
Yes
No
(DQ)
Yes
No
Portfolio Assessment
(Non-Classroom
Observation)
HRMO
Assessors
(HRMPSB
&
subcommittees)
HRMPSB

Initial Evaluation of the Qualifications of Applicants (QS + Performance)
Upon receipt of the applications, an initial
evaluation of the applicants’ qualifications
vis-à-vis the CSC-approved QS of the
position applied for.
Specifically, the HRMO shall assess whether
the applicants meet the minimum
qualifications in terms of:
Education
Experience
Training
Eligibility
DO 019, s. 2025 – Amended Qualification Standards for Teacher I-III,
Master Teacher I-IV, and School Principal I-IV Positions, and the
Qualification Standards for Newly Created Teacher IV-VII and Master
Teacher V Positions

65
POSITION
SALARY
GRADE
EDUCATION TRAINING EXPERIENCE ELIGIBILITY
Teacher I SG-11
Bachelor's degree in Education;
or Bachelor's degree in relevant
subject or learning area with at
least 18 professional units in
Education
None required None required
Elementary: RA 1080
(Teacher-
Elementary/Secondary)
Secondary:
RA 1080 (Teacher-
Secondary)
Teacher II SG-12
or Bachelor's degree in
relevant subject or learning
area with at least 18
professional units in Education
8 hours of training in any of or a
cumulative of the following:
Curriculum, Pedagogy, Subject
Specialization acquired within the
last 5 years
1 year teaching
experience
Elementary: RA 1080
(Teacher-
Secondary:
RA 1080 (Teacher-
Secondary)
Teacher III SG-13
or Bachelor's degree in
professional units in Education
16 hours of training in any of or
a cumulative of the following:
Curriculum, Pedagogy, Subject
Specialization acquired within
the last 5 years
2 years
teaching
experience
Elementary: RA 1080
(Teacher-
Secondary:
RA 1080 (Teacher-
Secondary)

66
POSITION
SALARY
GRADE
Teacher IV SG-14
Bachelor's degree in
Education; or
relevant subject or
learning area with at
least 18 professional
units in Education
cumulative of the following: Curriculum,
Pedagogy, Subject Specialization
acquired within the last 5 years;
or
Completion of NEAP-requisite
professional development program for
Career Stage II (Proficient Teacher)
3 years teaching
experience
Elementary: RA 1080
(Teacher-
Elementary/Second
ary)
Secondary:
RA 1080 (Teacher-
Secondary)
Teacher V SG-15
Education; or
relevant subject or
units in Education
Pedagogy, Subject Specialization
or
Completion of NEAP-requisite
professional development program for
Career Stage II (Proficient Teacher)
3 years teaching
experience
Elementary: RA 1080
(Teacher-
Elementary/Second
ary)
Secondary:
RA 1080 (Teacher-
Secondary)

67
POSITION
SALARY
GRADE
Teacher
VI
SG-16
Education; or
relevant subject or
units in Education
Pedagogy, Subject Specialization,
Instructional Supervision acquired within
the last 5 years
or
Completion of NEAP-requisite professional
development program for Career Stage II
(Proficient Teacher)
4 years teaching
experience
Elementary: RA
1080 (Teacher-
Elementary/Secon
dary)
Secondary:
RA 1080 (Teacher-
Secondary)
Teacher
VII
SG-17
Education; or
relevant subject or
units in Education
Pedagogy, Subject Specialization,
Instructional Supervision acquired within
the last 5 years;
or
development program for Career Stage II
(Proficient Teacher)
4 years teaching
experience
Elementary: RA
1080 (Teacher-
Elementary/Secon
dary)
Secondary:
RA 1080 (Teacher-
Secondary)

POSITION
SALARY
GRADE
Master
Teacher I
SG-18
Master’s degree in
Education, or Educational
Leadership, or
Educational
Management, or relevant
subject or learning area
Pedagogy, Subject Specialization and 8
hours of training in Instructional Supervision
or
development program for Career Stage III
(Highly Proficient Teacher)
5 years teaching
experience
Elementary: RA
1080 (Teacher-
Elementary/Sec
ondary)
Secondary:
RA 1080
(Teacher-
Secondary)
Master
Teacher II
SG-19
Master’s Degree in
Leadership, or
Educational
24 hours of training in any of or a cumulative
of the following: Curriculum, Pedagogy,
Subject Specialization and 8 hours of training
in Instructional Supervision acquired within
the last 5 years;
or
development program for Career Stage III
(Highly Proficient Teacher)
5 years teaching
experience and 1
year relevant
experience in
instructional
supervision and
technical
assistance to
teachers
Elementary: RA
1080 (Teacher-
Elementary/Sec
ondary)
Secondary:
RA 1080
(Teacher-
Secondary)

69
POSITION
SALARY
GRADE
Master
Teacher III
SG-20
Master’s degree in Education,
or Educational Leadership, or
Educational Management, or
area
24 hours of training in any of or a cumulative of the
following: Curriculum, Pedagogy, Subject
Specialization and 8 hours of training in
Instructional Supervision acquired within the last 5
years;
or
development program for Career Stage IV
(Distinguished Teacher)
5 years teaching experience
and 2 years relevant
experience in
instructional supervision
and technical assistance
to teachers
Elementary: RA
1080 (Teacher-
Elementary/Sec
ondary)
Secondary:
RA 1080
(Teacher-
Secondary)
Master
Teacher IV
SG-21
Master’s degree in
Leadership, or Educational
years;
or
experience in
and technical
assistance to teachers
Elementary: RA
1080 (Teacher-
Elementary/Sec
ondary)
Secondary:
RA 1080
(Teacher
Master
Teacher V
SG-22
Master’s Degree in
Leadership, or Educational
years;
or
experience in
and technical
assistance to teachers
Elementary: RA
1080 (Teacher-
Elementary/Sec
ondary)
Secondary:
RA 1080
(Teacher

Performance Requirements for Teaching Positions
Satisfy the set performance requirements
of the position applied for, based on at
most three (3) rating periods reckoned
from the immediately preceding
performance cycle completed.
Applicants must have a rating of at least
Very Satisfactory in the last rating period
covering one (1) year complete
performance cycle in the current
position.
A teacher who is on official leave of absence,
may be considered for promotion through
reclassification.
In such cases, the applicable performance
ratings to be used for purposes of satisfying the
performance requirements shall be based on at
most three (3) rating periods reckoned from the
last rating period prior to the leave of absence.
Non-teacher applicants for reclass who are
not using the existing PPST-based IPCRF of
teachers, shall be evaluated using comparable
performance requirements.
✓ School Principal position who intend to
switch from SA to CT Career Line,
✓ ASP and HT position for reclassification to
appropriate teaching position in the CT
Career Line, and
✓ Teachers with designation as Teacher-in-
Charge (TIC) or Assistant School Head
Designate

Position Applied For
PPST Career
Stage
Classroom Observable Indicators Non-Classroom Observable Indicators
Teacher II Career Stage I
(Beginning towards
Proficient)
At least 6 Proficient COIs
at Very Satisfactory
At least 4 Proficient NCOIs
Teacher III
Teacher IV
Career Stage II
(Proficient)
21 Proficient COIs
16 Proficient NCOIs
Teacher V
at Outstanding
at Outstanding
Teacher VI
at Outstanding
at Very Satisfactory; and
4 Proficient NCOls at Outstanding
Teacher VII
at Outstanding
Master Teacher I
Career Stage III
(Highly Proficient)
21 Proficient COIs
at Outstanding
8 Proficient NCOIs
Master Teacher II
At least 10 Highly Proficient COIs
at Outstanding
At least 5 Highly Proficient NCOIs
at Very Satisfactory; and 5 Highly Proficient NCOls at
Outstanding
Master Teacher III
Career Stage IV
(Distinguished)
21 Highly Proficient COIs
at Outstanding
8 Highly Proficient NCOIs
8 Highly Proficient NCOIs
at Outstanding
Master Teacher IV
At least 10 Distinguished COIs
at Outstanding
At least 5 Distinguished NCOIs
5 Distinguished NCOls
at Outstanding
Master Teacher V
21 Distinguished COIs
at Outstanding
8 Distinguished NCOls
8 Distinguished NCOIs at Outstanding
Performance
Requirements
for Teaching
Positions

Initial Evaluation Results
Annex D-1 of DepEd Order No. 024, s. 2025
• The IER shall be posted in at least
three (3) conspicuous physical
places, concealing the
applicants’ personal information
• The only information that shall be
made public are the application
codes, qualifications of the
applicants in terms of Education,
Training, Experience, Eligibility,
Competency (if applicable), and
Performance, and remark on
whether Qualified or Disqualified.

Notice to Applicants
• The HRMO to notify the applicants
of the results of the initial
evaluation through a written notice
served through official
communication channels
• Official communications to
applicants shall use the prescribed
templates
Annex E-2 and F-2 of DepEd Order No. 024, s. 2025

Assessment Criteria and Point System
CRITERIA
MAXIMUM POINTS
POSSIBLE
Education 10
Training 10
Experience 10
PBET / LET / LEPT Rating 10
PPST COIs
(thru Classroom Observation
/ Demonstration Teaching)
35
PPST NCOIs
(thru Teacher Reflection)
25
TOTAL 100
CRITERIA
MAXIMUM POINTS
POSSIBLE
Education 10
Training 10
Experience 10
PPST-based Performance 30
PPST COIs
(Actual Classroom Observation)
25
PPST NCOIs
(Portfolio Annotations & Interview)
15
TOTAL 100
Teacher I Hiring Teacher Promotion and Reclass

Rubrics for
Computation of
Education,
Training, and
Experience
Based on the
Qualification
Standards
30 points
Education
Training
Experience
The points for ETE, corresponding
to the applicant’s qualifications
exceeding the QS, shall
be computed using the
Increments Table and the
ETE Rubrics.
Only those qualifications that are
relevant to the position to be filled
shall be given points.

Increments Table
a tool that is used in determining the incremental points in the education, training, and
experience obtained by the applicant that exceeds the minimum requirement per CSC-
approved Qualification Standards (QS).

Performance
CRITERIA
MAXIMUM POINTS
POSSIBLE
Education 10
Training 10
Experience 10
PPST COIs
25
PPST NCOIs
15
TOTAL 100
Teacher Promotion and Reclass
➢ Multiply the final rating in the last
rating period by the weight allocation
Points(Performance) = x/5 * WA(Performance)
Where:
x = Performance Rating
5 = Highest possible PR in DepEd PMES
WA = Weight Allocation for Performance
(30 points)

COIs & NCOIs
CRITERIA
MAXIMUM POINTS
POSSIBLE
Education 10
Training 10
Experience 10
PPST COIs
25
PPST NCOIs
15
TOTAL 100
Teacher Promotion and Reclass
PPST Classroom Observable
Indicators (COI)
(measured through Classroom Observation)
PPST Non-Classroom
Observable Indicators (NCOI)
(measured through the Assessment of
Portfolio Annotations)

Levels of Practice
BEGINNING TOWARDS PROFICIENT
Levels 2-6 capture the ‘teacher
practice’ in the beginning
towards proficient career stage

Assessment of Classroom Observable Indicators
(COIs) through Actual Classroom Observation
Career Stage 1
(Beginning
towards
Proficient)
Career Stage 2
(Proficient)
Career Stage 3
(Highly Proficient)
Career Stage 4
(Distinguished)
T II T III T IV T V T VI T VII MT I MT II MT III MT IV MT V
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 2.2.2 3.1.2* 3.1.3* 2.3.3 3.1.4* 2.4.4 2.4.4
3.1.2* 3.1.2* 3.1.2* 3.1.2* 3.1.2* 4.5.2 4.1.3 3.1.3* 4.5.4 3.1.4* 3.1.4*
5.3.2 4.1.2 4.1.2 5.3.2 4.5.2 5.3.2 5.1.3 5.1.3 5.3.4 5.1.4 4.1.4
*May be replaced with COI from Strands 3.2, 3.3, 3.4, 3.5 that is appropriate to the Career Stage, whichever is applicable based on the classroom
context of the teacher-applicant (Madrasah, ALS, SNET, IPEd, etc.)

84
PPST Non-Classroom Observable Indicators (NCOIs)
6.3.3*
6.3.4**
5.2.2*
5.2.3**
*Indicator to be assessed in the Portfolio Annotation **Indicator to be assessed in the Interview

Comparative Assessment
A copy of the duly signed CAReER per position, in which candidates are listed in no particular order using application codes,
shall be posted in at least three (3) conspicuous places in DepEd offices/schools concerned for a period of at least 10
calendar days, indicating the date of posting

Reclassification List (i.e., Ranking)
▪ The CAReER for a particular position shall be valid
until exhausted.
• The HRMPSB shall submit to the SDS
the Comparative Assessment Results for
Expanded Reclassification (CAReER).
• The CAReER shall be accompanied by the
Plantilla Allocation List (PAL),containing only the
names of candidates who can be
accommodated basedon the cut-off score (50
points) for reclassification per position as
determined based on the following
parameters:
✓ Available budget allotment for the
current fiscal year;
✓ Priority positions based on teacher needs
analysis; and
✓ Applicable staffing standards and ratios
for Master Teacher position
▪ All remaining candidates in the CAReER who meet
the 50-point cut-off score but may not be
accommodated for reclassification for current fiscal
year due to limited funding shall be prioritized for
reclassification in the next fiscal year
▪ They shall be considered ‘in the queue’ and shall
not be required to undergo the assessment
process.
▪ The reclassification of their positions shall be
processed before all other new applicants can be
reclassified.

New Reclassification Process
Applicant submits
RFTP/RFSPP and other
application documents to
DepEd SDO
START
DepEd SDO evaluates
applications and prepares
CAReER and PAL
DepEd RO
validates and
approves all the
documents
DBM-RO processes and
prepares NOSCA ; and issue
the same through Action
Document Releasing
System (ADRS)
DepEd RO transmits the
approved PAL and other
required documents to
DBM-RO
DepEd SDO prepares and
processes the appointment
papers and the necessary
adjustment to the salaries
DepEd SDO submits
all RFTP/RFSPP and
other documents
(incl. CAReER & PAL)
to DepEd RO
END
Year-round July-September
Not later than March 30 of the succeeding year
Not later than October 31
November
December-February
Not later than
November 30
Note: Subsequent rounds of reclass process may be done to fully utilize the annual budget; provided that submissions are within the prescribed period

FACT OR MYTH?
"Ang mga non-teacher applicants (i.e., HTs, ASPs, TICs) for reclassification ay
maaring magpa-reclassify to Teaching or Master Teacher Position kahit hindi
sila gumagamit ng PPST-Based IPCRF of teachers "
FACT:
• Non-teacher applicants for reclass who are not using the existing PPST-based IPCRF
of teachers, shall be evaluated using comparable performance requirements.

FACT OR MYTH?
"Ang mga applicants na hindi makakapag-submit ng Means of Verification
(MOVs) para sa kahit anong NCOI ay ma-e-exclude sa pool of candidates "
MYTH:
Applicants who fail to submit MOV/s for any NCOIs will only get a rating of zero (0) for
the Portfolio Assessment component for the particular NCOI with no MOV/s, without
precluding the applicant to undergo the Behavioral Events Interview (BEI).

FACT OR MYTH?
"Lahat ng remaining candidates sa CAReER na umabot sa 50-point cut-off score
pero hindi ma-accommodate for reclassification ngayong fiscal year dahil sa
limited funding ay required na sumailalim muli sa assessment next year. "
MYTH:
• The remaining candidates shall be prioritized for reclassification in the next fiscal
year
• They shall be considered ‘in the queue’ and shall not be required to undergo the
assessment process.
• The reclassification of their positions shall be processed before all other new
applicants can be reclassified.

Question:
Is completion of three (3) performance rating periods required before
applying for a higher teaching position?
Answer:
It depends on the position being applied for. The three (3) performance rating periods
shall only be required for the entry positions of the career stage (i.e., T IV, MT I, and MT
III), which requires meeting all 37 indicators. However, If the teacher intends to apply
to positions within the same career stage, one to three rating periods may be
accepted, provided the teacher meets the specific indicators required for the position
(see Section 14 of Enclosure No. 2 to DO 24, s. 2025).

Question:
Can a COI/NCOI rating that is higher than the required performance level for the
position applied for, stated in Section 14 of DO 24, s. 2025, be considered as
meeting the“ minimum” rating requirement?
Answer:
Yes. A rating higher than required performance level is considered to have met the
requirement and therefore shall be counted towards fulfilling the prescribed number
of indicators as stipulated in Section 14 of Enclosure No. 2 to DO 24, s. 2025.

Question:
Are teachers on official leave (e.g., maternity leave, scholarship, training grant,
or other CSC-authorized leaves)allowed to apply for promotion? How can they
meet the performance requirements?
Answer:
Yes. In such cases, the applicable performance ratings to be used for purposes
of satisfying the performance requirements shall be based on at most three (3)
rating periods reckoned from the last rating period prior to the leave of
absence.

Session V:
Guidelines on the
Reclassification to School
Principal Positions
Enclosure No. 3 to DepEd Order No. 024, s. 2025

Call for Applications:
The SDS shall issue an official memorandum calling for
applications for reclassification of principal positions not later than
June 30 of the current year.
*Subsequent calls for applications may be done within the year subject to availability
of funds.
The estimated 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; and
b. Applicable staffing standards for School Principal position

All interested applicants for
reclassification shall submit the
Reclassification Form for School
Principal Positions (RFSPP) (Annex B-2)
to the respective HRMOs, through the
Records Unit, on or before the deadline
indicated in the SDO Memorandum or
Call for Applications.
✓ The RFSPP Form is a tool for determining the appropriate
classification of a position.
✓ The form reflects the applicant’s attainment of the
minimum qualifications of the position per CSC-approved
QS, performance, and comparative assessment results.
Submission and Receipt of Application Documents:

The RFSPP shall be supported by the following documents:
a. Letter of intent addressed to the SDS containing the following information:
• Statement of Purpose/Expression of interest
• Position applied for
b. Duly accomplished PDS (CS Form 212, Revised 2025) with Work Experience Sheet
c. Photocopy of valid and updated PRC License/ID
d. Certificate of Competency Level issued by authorized body (if applicable)
e. Photocopy of scholastic/academic record (i.e., Special Orders, 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 certificate/s of completion of NEAP-accredited professional development programs/courses, or
certificates of training issued by NEAP-accredited public and private institutions or Photocopy of certificate/s
of relevant specialized trainings or professional development programs
h. Certificate of Rating (COR) in the School Head Assessment (National Qualifying Examination for School Heads
(NQESH) or Principal’s Test or other school head assessment as may be administered by DepEd)
i. Photocopy of latest appointment;
j. Photocopy of the Performance Rating with at least Very Satisfactory rating in the last rating period
covering one (1) complete performance rating period in the current position prior to the deadline of
submission;
k. Checklist of Requirements and Omnibus Sworn Statement on the Certification on the Authenticity and
Veracity (CAV)
l. Other documents as may be required by the HRMPSB including but not limited to:
▪ Means of Verification (MOVs) showing Outstanding Accomplishments, Application of Education, Application
of Learning and Development reckoned from the date of last issuance of appointment

Assessment Process for School Principal
(QS)
Evaluation
SH ASSESSMENT
Comparative
Assessment
Education-Training-
Experience
Performance
Rating
Outstanding
Accomplishments
CAReER
Start
Qualified?
Qualified?
Yes
No
(DQ)
Yes
No
Application of
Education
HRMO
Assessors
(HRMPSB
&
subcommittees)
HRMPSB
Application of
L&D
Potential

Initial Evaluation of the Qualifications of Applicants (QS + Performance)
Upon receipt of the applications, an initial
evaluation of the applicants’ qualifications
vis-à-vis the CSC-approved QS of the
position applied for.
Specifically, the HRMO shall assess whether
the applicants meet the minimum
qualifications in terms of:
Education
Experience
Training
Eligibility
DO 019, s. 2025 – Amended Qualification Standards for Teacher I-III,
Master Teacher I-IV, and School Principal I-IV Positions, and the
Qualification Standards for Newly Created Teacher IV-VII and Master
Teacher V Positions

100
POSITION
SALARY
GRADE
School
Principal I
SG-19
Master's degree in
Education, or
Educational
Management, or
Educational
Leadership; or
Master's degree in
relevant learning
units in Management
Pedagogy, School Management and
Operations, Instructional Leadership
acquired within the last 5 years
5 years teaching
experience and 1 year
relevant experience in
any of the following:
learning area
coordination, subject
area supervision, school
management and
operations, instructional
supervision
RA 1080
(Teacher)
School
Principal
II
SG-20
Master's degree in
Education, or
Educational
Management, or
Educational
Leadership; or
Master's degree in
relevant learning
units in
Management
5 years teaching
experience and 2
years experience in
school
management and
operations
RA 1080
(Teacher)

101
POSITION
SALARY
GRADE
School
Principal
III
SG-21
Master's degree in
Education, or
Educational
Management, or
Educational
Leadership; or
Master's degree in
relevant learning area
with at least 15 units in
Management
5 years teaching
experience and 3 years
experience in school
management and
operations
RA 1080
(Teacher)
School
Principal
IV
SG-
22
Master's degree in
Education, or
Educational
Management, or
Educational
Leadership; or
Master's degree in
relevant learning area
with at least 18 units in
Management
5 years teaching
experience and 4
years experience in
school management
and operations
RA 1080
(Teacher)

School Head Assessment
Upon meeting the QS, the HRMO shall
verify whether the applicants have
passed the DepEd-administered school
head assessment such as the NQESH,
Principal’s Test, or DepEd-administered
principalship or school head
assessment/s.
First appointments to School Principal
positions, whether through natural
vacancy or reclassification, shall require
candidates to pass the DepEd-
administered school head assessment.
Appointments to School Principal
positions made at the time when
a DepEd-administered
examination is not yet required
shall remain valid.
Incumbents of such
appointments, shall no longer be
required to pass the school head
assessment when applying for
reclassification to higher School
Principal positions.

Initial Evaluation Results
• The IER shall be posted in at least
three (3) conspicuous physical
places, concealing the
applicants’ personal information
• The only information that shall be
made public are the application
codes, qualifications of the
applicants in terms of Education,
Training, Experience, Eligibility,
Competency (if applicable), and
School Head Assessment, and
remark on whether Qualified or
Disqualified.
Annex D-2 of DepEd Order No. 024, s. 2025

Notice to Applicants
• The HRMO to notify the applicants
of the results of the initial
evaluation through a written notice
served through official
communication channels
• Official communications to
applicants shall use the prescribed
templates
Annex E-3 and F-3 of DepEd Order No. 024, s. 2025

Assessment Process for School Principal
(QS)
Evaluation
SH ASSESSMENT
Comparative
Assessment
Education-Training-
Experience
Performance
Rating
Outstanding
Accomplishments
CAReER
Start
Qualified?
Qualified?
Yes
No
(DQ)
Yes
No
Application of
Education
HRMO
Assessors
(HRMPSB
&
subcommittees)
HRMPSB
Application of
L&D
Potential

Assessment Criteria and Point System
CRITERIA
MAXIMUM POINTS
POSSIBLE
Education 10
Training 10
Experience 10
Performance 25
Outstanding Accomplishments 10
Application of Education 10
Application of Learning and
Development
10
Potential (Written Exam, BEI) 15
TOTAL 100
School Principal Promotion and Reclass

CRITERIA
MAXIMUM POINT
S
POSSIBLE
Education 10
Training 10
Experience 10
Performance 25
Outstanding
Accomplishments
10
Application of Education 10
Application of Learning and
Development
10
Potential (Written Exam, BEI) 15
TOTAL 100
Performance
➢ Multiply the final rating in the last
rating period by the weight allocation
Points(Performance) = x/5 * WA(Performance)
Where:
x = Performance Rating
5 = Highest possible PR in DepEd PMES
WA = Weight Allocation for Performance
(25 points)

Outstanding Accomplishments
Component Points
Awards and Recognition 7 points
Research and Innovation 4 points
Subject Matter Expert /
Membership in National
Technical Working Groups
(TWGs) or Committees
3 points
Resource Speakership /
Learning Facilitation
2 points
NEAP Accredited Learning
Facilitator
2 points
Outstanding Accomplishments refer to
meritorious contributions of an
applicant, such as ideas, inventions, or
discoveries which were duly recognized
by an authorized body.
Only those outstanding
accomplishments acquired or earned
after the last promotion shall be
considered eligible to be given points.

Application of Education
Application of education is the contribution made by an applicant to their workplace as a
result of their learnings from their education degree/s or units earned, such as but not
limited to applied concepts, processes, and skills that are relevant to the position applied
for.
Means of verification:
a. Action Plan approved by the Head of
Office
b. Accomplishment Report verified by the
Head of Office
c. Certification of the utilization/adoption
signed by the Head of Office
MOVs Submitted
Points(Application of Education)
Relevant Not Relevant
ALL MOVs 10 points 5 points
Only A & B 7 points 3 points
Only A 5 points 1 point

Application of Learning and Development
Application of L&D is a proven success of the learnings gained from the human resource
development (HRD) interventions done/attended by the applicant which must have led to
significant positive results in their current or previous work.
Means of verification:
a. Certificate of Training or Certification on any
applicable L&D intervention acquired that is aligned
with the Individual Development Plan (IDP);
b. Action Plan/Re-entry Action Plan (REAP)/Job
Embedded Learning (JEL)/ Impact Project applying
the learnings from the L&D intervention
done/attended, duly approved by the Head of Office;
c. Accomplishment Report together with a General
Certification that the L&D intervention was
used/adopted by the office at the local level;
d. Accomplishment Report together with a General
Certification that the L&D intervention was
used/adopted by a different office at the local/higher
level.
MOVs Submitted
Points(Application of L&D
Relevant Not Relevant
ALL MOVs 10 points 5 points
Only A & B 7 points 3 points
Only A 5 points 1 point

Potential
For higher School Principal positions, the HRMPSB or subject
matter experts as may be requested by the HRMPSB shall
develop a written examination which shall be the basis for
scoring the component on Written Examination (5 points).
Component Points(Potential)
Appointment to School Principal I
position
Appointment to Higher School
Principal positions
Written Examinations (WE) 10 points 5 points
Behavioral Events Interview (BEI) 5 points 10 points
Potential refers to the capacity and ability of an applicant to assume the duties and responsibilities of the
position applied for. It may be measured through any or all of the following:
Position:
School Principal II – SG 20
x = 85 (raw score from the SDO-developed written exam)
TI = 100
WA = 5
Points(WE) = 85/100 * 5 = 4.25
For School Principal I position, the applicant’s score in the
NQESH, Principal’s Test, or a similar standardized
examination administered by DepEd shall be the basis for
scoring the component on Written Examination (10 points)
Position:
School Principal I – SG 19
XNQESH = 82.5 (NQESH percentage score)
WA = 10
Points(WE) = 82.5 * 10 = 8.25

Comparative Assessment
A copy of the duly signed CAReER per position, in which candidates are listed in no particular order using application
codes, shall be posted in at least three (3) conspicuous places in DepEd offices/schools concerned for a period of at least
10 calendar days, indicating the date of posting

Reclassification List (i.e., Ranking)
▪ The CAReER for a particular position shall be valid
until exhausted.
• The HRMPSB shall submit to the SDS
the Comparative Assessment Results for
Expanded Reclassification (CAReER).
• The CAReER shall be accompanied by the
Plantilla Allocation List (PAL),containing only the
names of candidates who can be
accommodated based on the following
parameters:
✓ Available budget allotment for the
current fiscal year;
✓ Applicable staffing standards for School
Principal positionn
▪ All remaining applicants in the CAReER who were
not accommodated in the current year shall be
prioritized in the reclassification for the following
year
▪ They shall be considered ‘in the queue’ and shall
not be required to undergo the assessment
process.
▪ The reclassification of their positions shall be
processed before all other new applicants can be
reclassified.

FACT OR MYTH?
"Ang mga incumbent School Principal na hindi NQESH/NASH passer at na-
appoint nang wala pang School Head Assessment ay required na mag-take ng
NASH bago ma-promote sa mas mataas na School Principal items"
MYTH:
• Appointments to School Principal positions made at the time when a DepEd-administered examination
is not yet required shall remain valid.
• Incumbents of such appointments, shall no longer be required to pass the school head
assessment when applying for reclassification to higher School Principal positions.

FACT OR MYTH?
"Sa bagong CSC-approved QS para sa School Principal positions, which
stipulates a generic Eligibility requirement (i.e., RA 1080 – Teacher), ang mga
incumbents sa Elementary ay puwede nang mag-apply bilang School Principal
sa Secondary , at vice versa"
FACT:
• Consistent with the new CSC-approved QS for School Principal positions, which stipulates a generic
Eligibility requirement (i.e., RA 1080 – Teacher) that no longer specifies the curriculum offering, whether
Elementary or Secondary, School Principals may now be assigned to any Elementary or Secondary
school within the SDO, subject to applicable guidelines on reassignment and designation.

Question:
Are FY 2021 NQESH Category B qualifiers eligible to apply for reclassification to a
School Principal position?
Answer:
Yes. Category B qualifiers (Closely Approximating and Approximating) from FY
2021 may apply for reclassification to School Principal I, provided they: (a) meet
the qualification standards, (b) have completed the shadowing and immersion
program as required by DM 059, s. 2024, and © comply with applicable
promotion guidelines.

Question:
Will there be a cut-off score for the reclassification of school principal positions?
Answer:
For school principal positions, no cut-off score will be applied

WAYS FORWARD

WAYS FORWARD:
Dissemination of Communcations and Advocacy Materials (FAQs
and Social Media Cards)
Wait for Schools Division Memorandum on the Call for Application –
on Reclassification
Review Qualification Standards, Performance Requirements and Other
Requirements as may be prescribed by the SDO HRMPSB

Session Slides of National Orientation on DO 24, s. 2025 (2).pdf

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