REQUIREMENTS FOR RECLASS- TEACHER POSITIONS

4 copies Reclassification Form for Teaching Positions- 4 copies

1 copy Letter of Intent addressed to the SDS containing the ff:- recommending approval: SDS
l Statement of Purpose/Expression of interest
l Position Applied for
1 copy Notarized Duly Accomplished PDS (CSC Form 212, Revised 2025) with Work Experience Sheet
1 copy Photocopy of Valid and Updated PRC License/ID
Certificate of Competency Level issued by Authorized body (if applicable)
1 copy each Photocopy of Transcript of Record (TOR) and Diploma (___Bachelor's ____ Masterals ____Doctoral(if available))

2 copies Service Records- certified by: AO IV, Noted by: AO V

1 copy Photocopy of latest appointment
1 copy each Photocopy of certificate/s of completion of National Educators Academy of the Philippines (NEAP)-accredited professional

development programs/courses, or certificate of trainings issued by NEAP-accredited public/private institutions or

Photocopy of certificate/s of relevant specialized trainings or professional development programs, if any
1 copy Photocopy of Technical Education and Skills Development Authority (TESDA) National Certificate (NC) II, Trainers
Methodology Certificate (TMC)-(for SHS applicants in the Technical-Vocational-Livelihood (TVL) track only
1 copy each Photocopy of the required Performance Ratings with at least Very Satisfactory rating (Note: The applicant must submit

at most three (3) performance ratings depending on the performance requirements per item.The latest performance rating shall
cover one (1) year complete performance rating period in the current position.)
1 copy Checklist of Requirement and Omnibus Sworn Statement on the Certification on the Authenticity and Veracity of the
documents submitted and Data Privacy Consent Form pursuant to RA NO. 10173 (Data Privacy Act of 2012)- Annex C-2
Additional Requirements for Reclass to Teaching Positions:
1 copy Original Certified, Authenticated and Verified Transcript of Records (CAV) from CHED-if from private school
1 copy Photocopy of Certificate of Eligibility/PRC Board Rating
1 copy Approved and Duly Signed Ranklist/Comparative Assessment Result for Expanded Reclassification (CAReER)

NAME:
PROPOSED POSITION:
SCHOOL/DISTRICT/DIVISION:
ITEM NUMBER:
EDUCATIONAL ATTAINMENT/
SCHOOL:

EXPERIENCE:

Note: All the submitted xerox copies of documents must be certified true copy

I hereby certify that the above documents are complete, adequate, and authenticated records to the best of my knowledge
and ability. I understand that I was also held responsible and accountable for whatever inconsistencies made during the process
of pre-evaluation.

Evaluated by: Noted by:

JONALYN C. MAURICIO
OIC- Administrative Officer IV
(Personnel-in-Charge) (Division HRMO)
Date: Date:
DBM-DepEd JC 01, s.2025_Form No. 2-A For Teacher II, III, IV,V,VI,VII,MT I

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position:
Station/School SG/Annual Salary:

Level: Kindergarten / Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks
BACHELOR'S DEGREEIN EDUCATION; OR BACHELOR'S DEGREE IN
Education RELEVANT SUBJECT OR LEARNING AREA WITH AT LEAST 18
PROFESSIONAL UNITS IN EDUCATION

24 hours of training in any of or a comulative of the

Training following: Curriculum, Pedagogy, Subject Specialization,
Instructional Supervision acquired within the Last 5 years

Experience 4 years teaching experience

Elementary: RA 1080 (Teacher-Elementary/Secondary)

Eligibility Secondary: RA 1080 (Teacher-Secondary)

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.
2. The applicant must meet the following performance requirements depending on the position applied for.
Position Applied Performance Requirements
At least 6 Proficient COIs at Very Satisfactory; and
Teacher II At least 4 Proficient NCOIs at Very Satisfactory
At least 12 Proficient COIs at Very Satisfactory; and
Teacher III At least 8 Proficient NCOIs at Very Satisfactory
21 Proficient COIs at Very Satisfactory; and
Teacher IV 16 Proficient NCOIs at Very Satisfactory
At least 6 Proficient COIs at Outstanding; and
Teacher V At least 4 Proficient NCOIs at Outstanding
At least 12 Proficient COIs at Outstanding; and At least 4 Proficient NCOIs at Very
Teacher VI
Satisfactory and 4 Proficient NCOIs at Outstanding
At least 18 Proficient COIs at Outstanding; and At least 6 Proficient NCOIs at Very
Teacher VII
Satisfactory and 6 Proficient NCOIs at Outstanding
21 Proficient COIs at Outstanding; and 8 Proficient NCOIs at Very Satisfactory and 8
Master Teacher I
Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1 1.1.2 Apply knowledge of content within and across curriculum teaching areas.

1.2.2 Use research-based knowledge and principles of teaching and learning

2
to enhance professional practice.
1.3.2 Ensure the positive use of ICT to facilitate the teaching and learning
3
process.
1.4.2 Use a range of teaching strategies that enhance learner achievement in
4
literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and creative
5
thinking, as well as other higher-order thinking skills.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate
6
teaching and learning.

1.7.2 Use effective verbal and non-verbal classroom communication strategies

7
to support learner understanding, participation, engagement and achievement

Domain 2. Learning Environment

 2.1.2 Establish safe and secure learning environments to enhance learning
8
through the consistent implementation of policies, guidelines and procedures.

2.2.2 Maintain learning environments that promote fairness, respect and care
9
to encourage learning.
2.3.2 Manage classroom structure to engage learners, individually or in
10 groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.

2.4.2 Maintain supportive learning environments that nurture and inspire

11
learners to participate, cooperate and collaborate in continued learning.

2.5.2 Apply a range of successful strategies that maintain learning

12 environments that motivate learners to work productively by assuming
responsibility for their own learning.
2.6.2 Manage learner behavior constructively by applying positive and non-
13
violent discipline to ensure learning-focused environments.
Domain 3. Diversity of Learners

3.1.2 Use differentiated, developmentally appropriate learning experiences to

14
address learners’ gender, needs, strengths, interests and experiences.

3.2.2 Establish a learner-centered culture by using teaching strategies that

15 respond to learners' linguistic, cultural, socio-economic and religious
backgrounds.
3.3.2 Design, adapt and implement teaching strategies that are responsive to
16
learners with disabilities, giftedness and talents.

3.4.2 Plan and deliver teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic
17
isolation; chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor practices.

3.5.2 Adapt and use culturally appropriate teaching strategies to address the
18
needs of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.2 Plan, manage and implement developmentally sequenced teaching and
19 learning processes to meet curriculum requirements and varied teaching
contexts.
4.2.2 Set achievable and appropriate learning outcomes that are aligned with
20
learning competencies.
4.3.2 Adapt and implement learning programs that ensure relevance and
21
responsiveness to the needs of all learners.
4.4.2 Participate in collegial discussions that use teacher and learner feedback
22
to enrich teaching practice.
4.5.2 Select, develop, organize and use appropriate teaching and learning
23
resources, including ICT, to address learning goals.
Domain 5. Assessment and Reporting

5.1.2. Design, select, organize and use diagnostic, formative, and summative
24
assessment strategies consistent with curriculum requirements

5.2.2 Monitor and evaluate learner progress and achievement using learner
25
attainment data.
5.3.2 Use strategies for providing timely, accurate and constructive feedback
26
to improve learner performance.
5.4.2 Communicate promptly and clearly the learners’ needs, progress and
27
achievement to key stakeholders, including parents/guardians.
5.5.2 Utilize assessment data to inform the modification of teaching and
28
learning practices and programs.
Domain 6. Community Linkages and Professional Engagement
6.1.2 Maintain learning environments that are responsive to community
29
contexts.
6.2.2 Build relationships with parents/guardians and the wider school
30
community to facilitate involvement in the educative process.

6.3.2 Review regularly personal teaching practice using existing laws and
31 regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers.

6.4.2 Comply with and implement school policies and procedures consistently
32 to foster harmonious relationships with learners, parents, and other
stakeholders.
Domain 7. Personal Growth and Professional Development
33 7.1.2 Apply a personal philosophy of teaching that is learner-centered.
 7.2.2 Adopt practices that uphold the dignity of teaching as a profession by
34
exhibiting qualities such as caring attitude, respect and integrity.
7.3.2 Participate in professional networks to share knowledge and to enhance
35
practice.
7.4.2 Develop a personal professional improvement plan based on reflection
36
of one’s practice and ongoing professional learning.
7.5.2 Set professional development goals based on the Philippine Professional
37
Standards for Teachers.
Total Number of O and VS

III. COMPRATIVE ASSESSMENT RESULT

Education Training Experience Performance Classroom Non-Classroom Total Score
Observable Observable
Indicators Indicators

Conforme: Attested by:

Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position
Date Processed Remarks
From Salary Grade To Salary Grade
NBC 597 S. 2025

Evaluated by:
JONALYN C. MAURICIO
Administrative Officer IV (HRMO)

Certified Correct

BERNADETTE B. MORATILLO, DPA

Administrative Officer V (Admin Services)

Recommending Approval:

LOURDES G. DELA CRUZ, PhD, CESO V

Assistant Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date Processed Remarks
From Salary Grade To Salary Grade

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

Chief, Administrative Division

Approved:

________________________________________________
Regional Director
 REQUIREMENTS FOR RECLASS- MASTER TEACHER POSITIONS
4 copies Reclassification Form for Teaching Positions- 4 copies
1 copy Letter of Intent addressed to the SDS containing the ff:- recommending approval: SDS
l Statement of Purpose/Expression of interest
l Position Applied for
1 copy Notarized Duly Accomplished PDS (CSC Form 212, Revised 2025) with Work Experience Sheet
1 copy Photocopy of Valid and Updated PRC License/ID
Certificate of Competency Level issued by Authorized body (if applicable)
1 copy each Photocopy of Transcript of Record (TOR) and Diploma (___Bachelor's ____ Masterals ____Doctoral(if available))
2 copies Service Records- certified by: AO IV, Noted by: AO V
1 copy Photocopy of latest appointment
1 copy each Photocopy of certificate/s of completion of National Educators Academy of the Philippines (NEAP)-accredited professional
development programs/courses, or certificate of trainings issued by NEAP-accredited public/private institutions or
Photocopy of certificate/s of relevant specialized trainings or professional development programs, if any
1 copy Photocopy of Technical Education and Skills Development Authority (TESDA) National Certificate (NC) II, Trainers
Methodology Certificate (TMC)-(for SHS applicants in the Technical-Vocational-Livelihood (TVL) track only
1 copy each Photocopy of the required Performance Ratings with at least Very Satisfactory rating (Note: The applicant must submit
at most three (3) performance ratings depending on the performance requirements per item.The latest performance rating sha
cover one (1) year complete performance rating period in the current position.)
1 copy Detailed report on the number of Teachers and Master Teachers per (School-if Elementary, Learning Area/Subject Area/
Track/Specialization-for JHS/SHS)- Annex S-1
1 copy Checklist of Requirement and Omnibus Sworn Statement on the Certification on the Authenticity and Veracity of the
documents submitted and Data Privacy Consent Form pursuant to RA NO. 10173 (Data Privacy Act of 2012)- Annex C-2
Additional Requirements for Reclass to Teaching Positions:
1 copy Original Certified, Authenticated and Verified Transcript of Records (CAV) from CHED-if from private school
1 copy Photocopy of Certificate of Eligibility/PRC Board Rating
1 copy Approved and Duly Signed Ranklist/Comparative Assessment Result for Expanded Reclassification (CAReER)

NAME:
PROPOSED POSITION:
SCHOOL/DISTRICT/DIVISION:
ITEM NUMBER:
EDUCATIONAL ATTAINMENT/
SCHOOL:
EXPERIENCE:

Note: All the submitted xerox copies of documents must be certified true copy
I hereby certify that the above documents are complete, adequate, and authenticated records to the best of my knowledge and abilit
understand that I was also held responsible and accountable for whatever inconsistencies made during the process of pre-evaluation.

Evaluated by: Noted by:

JONALYN C. MAURICIO
OIC- Administrative Officer IV
(Personnel-in-Charge) (Division HRMO)
Date: Date:
OSITIONS

accredited professional
te institutions or

NC) II, Trainers

TVL) track only
he applicant must submit
latest performance rating shall

ng Area/Subject Area/

and Veracity of the

ct of 2012)- Annex C-2

d true copy
est of my knowledge and ability. I
ocess of pre-evaluation.
DBM-DepEd JC 01, s.2025_Form No. 2-A For Master Teacher II, III

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position: OSEC-DECSB-
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks

Education

Training

Experience

Eligibility

Competency

Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.
2. The applicant must meet the following performance requirements depending on the position applied for.
Position Applied Performance Requirements

At least 10 Highly Proficient COIs at Outstanding; and At least 5 Highly Proficient

Master Teacher II
NCOIs at Very Satisfactory and 5 Highly Proficient NCOIs at Outstanding

21 Highly Proficient COIs at Oustanding; and 8 Highly Proficient NCOIs at Very

Master Teacher III
Satisfactory and 8 Highly Proficient NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy

1 1.1.3 Model effective applications of content knowledge within and across

curriculum teaching areas.

1.2.3 Collaborate with colleagues in the conduct and application of research

2
to enrich knowledge of content and pedagogy.

3 1.3.3 Promote effective strategies in the positive use of ICT to facilitate the
teaching and learning process.

4 1.4.3 Evaluate with colleagues the effectiveness of teaching strategies that

promote learner achievement in literacy and numeracy.
1.5.3 Develop and apply effective teaching strategies to promote critical and
5
creative thinking, as well as other higher-order thinking skills.
1.6.3 Model and support colleagues in the proficient use of Mother Tongue,
6 Filipino and English to improve teaching and learning, as well as to develop
the learners’ pride of their language, heritage and culture.

1.7.3 Display a wide range of effective verbal and non-verbal classroom

7 communication strategies to support learner understanding, participation,
engagement and achievement.
Domain 2. Learning Environment
2.1.3 Exhibit effective strategies that ensure safe and secure learning
8 environments to enhance learning through the consistent implementation of
policies, guidelines and procedures.

9 2.2.3 Exhibit effective practices to foster learning environments that promote

fairness, respect and care to encourage learning.
 2.3.3 Work with colleagues to model and share effective techniques in the
10 management of classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments.
2.4.3 Work with colleagues to share successful strategies that sustain
11 supportive learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning.
2.5.3 Model successful strategies and support colleagues in promoting
12 learning environments that effectively motivate learners to work productively
by assuming responsibility for their own learning.
2.6.3 Exhibit effective and constructive behavior management skills by
13 applying positive and non-violent discipline to ensure learning focused
environments.
Domain 3. Diversity of Learners
3.1.3 Work with colleagues to share differentiated, developmentally
14 appropriate opportunities to address learners’ differences in gender, needs,
strengths, interests and experiences.

3.2.3 Exhibit a learner-centered culture that promotes success by using

15 effective teaching strategies that respond to learners' linguistic, cultural,
socio economic and religious backgrounds

16 3.3.3 Assist colleagues to design, adapt and implement teaching strategies

that are responsive to learners with disabilities, giftedness and talents.

3.4.3 Evaluate with colleagues teaching strategies that are responsive to the
special educational needs of learners in difficult circumstances, including:
17
geographic isolation; chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse and child labor practices.

3.5.3 Develop and apply teaching strategies to address effectively the needs
18
of learners from indigenous groups.
Domain 4. Curriculum and Planning
4.1.3 Develop and apply effective strategies in the planning and management
19 of developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
4.2.3 Model to colleagues the setting of achievable and challenging learning
20 outcomes that are aligned with learning competencies to cultivate a culture of
excellence for all learners.
4.3.3 Work collaboratively with colleagues to evaluate the design of learning
21 programs that develop the knowledge and skills of learners at different ability
levels.

22 4.4.3 Review with colleagues, teacher and learner feedback to plan, facilitate,
and enrich teaching practice.
4.5.3 Advise and guide colleagues in the selection, organization, development
23 and use of appropriate teaching and learning resources, including ICT, to
address specific learning goals.
Domain 5. Assessment and Reporting

5.1.3 Work collaboratively with colleagues to review the design, selection,

24 organization and use of a range of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.

25 5.2.3 Interpret collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement.

26 5.3.3 Use effective strategies for providing timely, accurate and constructive
feedback to encourage learners to reflect on and improve their own learning.
5.4.3 Apply skills in the effective communication of learner needs, progress
27 and achievement to key stakeholders, including parents/guardians.

5.5.3 Work collaboratively with colleagues to analyze and utilize assessment

28 data to modify practices and programs to further support learner progress
and achievement.
Domain 6. Community Linkages and Professional Engagement

29 6.1.3 Reflect on and evaluate learning environments that are responsive to

community contexts.
6.2.3 Guide colleagues to strengthen relationships with parents/guardians
30 and the wider school community to maximize their involvement in the
educative process.

6.3.3 Discuss with colleagues teaching and learning practices that apply
31 existing codes, laws and regulations applicable to the teaching profession,
and the responsibilities specified in the Code of Ethics for Professional
Teachers.
 6.4.3 Exhibit commitment to and support teachers in the implementation of
32 school policies and procedures to foster harmonious relationships with
learners, parents and other stakeholders.
Domain 7. Personal Growth and Professional Development
7.1.3 Manifest a learner-centered teaching philosophy in various aspects of
33 practice and support colleagues in enhancing their own learner-centered
teaching philosophy.
7.2.3 Identify and utilize personal professional strengths to uphold the dignity
34 of teaching as a profession to help build a positive teaching and learning
culture within the school.

35 7.3.3 Contribute actively to professional networks within and between schools

to improve knowledge and to enhance practice.

36 7.4.3 Initiate professional reflections and promote learning opportunities with

colleagues to improve practice.

7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan

37 personal professional development goals and assist colleagues in planning
and achieving their own goals.
Total Number of O and VS

III. COMPARATIVE ASSESSMENT RESULTS

Education Training Experience Performance Classroom Non- Total Score
Observable Classroom
Indicators Observable
Indicators

Conforme: Attested by:

LOURDES G. DELA CRUZ, PhD, CESO VI

Assistant Schools Division Superintendent
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position
Date
Salary Remarks
From To Salary Grade Processed
Grade

Evaluated by:

JONALYN C. MAURICIO
Administrative Officer IV (HRMO)

Certified Correct

BERNADETTE B. MORATILLO, DPA

Administrative Officer V (Admin Services)

Recommending Approval:

LOURDES G. DELA CRUZ, PhD, CESO VI

Assistant Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

Chief, Administrative Division

Approved:

________________________________________________
Regional Director
DBM-DepEd JC 01, s.2025_Form No. 2-A For Master Teacher IV and V

Republika ng Pilipinas
Department of Education
RECLASSIFICATION FORM FOR TEACHING POSITIONS (RFTP)

Name: Current Position:

Position Applied: Item Number of Current Position: OSEC-DECSB-
Station/School SG/Annual Salary:

Level: Kindergarten Junior High School

Elementary Senior High School

I. QUALIFICATION STANDARDS
Elements QS of the Position QS of the Applicant Remarks

Education

Training

Experience

Eligibility

Competency
Note: Indicate the QS of the Position Applied for based on the CSC-Approved QS

II. PERFORMANCE REQUIREMENTS

1. Copy of duly approved IPCRF for the school year immediately preceeding the application.

2. The applicant must meet the following performance requirements depending on the position applied for.

Position Applied Performance Requirements

At least 10 Distinguished COIs at Outstanding; and 5 Distinguished NCOIs at Very
Master Teacher IV
Satisfactory and 5 Distinguished NCOIs at Outstanding
21 Distinguished COIs at Outstanding; and 8 Distinguished NCOIs at Very Satisfactory
Master Teacher V
and 8 Distinguished NCOIs at Outstanding

Summary of the Achievement of PPST Indicators

*Put a (/) mark if the applicant meets the required PPST indicators; if not, put an (X) mark in both the "O" and "VS" columns.

Domain/Strand/Indicators O VS
No. Domain 1. Content Knowledge and Pedagogy
1.1.4 Model exemplary practice to improve the applications of content
1 knowledge within and across curriculum teaching areas.

2 1.2.4 Lead colleagues in the advancement of the art and science of teaching
based on their comprehensive knowledge of research and pedagogy.

3 1.3.4 Mentor colleagues in the implementation of policies to ensure the positive

use of ICT within or beyond the school.

4 1.4.4 Model a comprehensive selection of effective teaching strategies that

promote learner achievement in literacy and numeracy.
1.5.4 Lead colleagues in reviewing, modifying and expanding their range of
5 teaching strategies that promote critical and creative thinking, as well as other
higher-order thinking kills.
1.6.4 Show exemplary skills in and advocate the use of Mother Tongue, Filipino
and English in teaching and learning to facilitate the learners’ language,
6 cognitive and academic evelopment and to foster pride of their language,
heritage and culture.
1.7.4 Exhibit exemplary practice in the use of effective verbal and on-verbal
classroom communication strategies to support learner understanding,
7 participation, engagement and achievement in different learning contexts.

Domain 2. Learning Environment

2.1.4 Apply comprehensive knowledge of, and act as a resource person for,
8 policies, guidelines and procedures that relate to the implementation of safe
and secure learning environments for learners.

9 2.2.4 Advocate and facilitate the use of effective practices to foster learning
environments that promote fairness, respect and care to encourage learning.
 2.3.4 Model exemplary practices in the management of classroom structure
10 and activities, and lead colleagues at the whole-school level to review and
evaluate their practices.

11 2.4.4 Facilitate processes to review the effectiveness of the school’s learning

environment to nurture and inspire learner participation.
2.5.4 Lead and empower colleagues in promoting learning environments that
12 effectively motivate learners to achieve quality outcomes by assuming
responsibility for their own learning.

2.6.4 Provide leadership in applying a wide range of strategies in the

13 implementation of positive and non-violent discipline policies/procedures to
ensure learning-focused environments.
Domain 3. Diversity of Learners
3.1.4 Lead colleagues to evaluate differentiated strategies to enrich teaching
14 practices that address learners’ differences in gender, needs, strengths,
interests and experiences.
3.2.4 Model exemplary teaching practices that recognize and affirm diverse
15 linguistic, cultural, socio economic and religious backgrounds to promote
learner success.

3.3.4 Lead colleagues in designing, adapting and implementing teaching

16 strategies that are responsive to learners with disabilities,
giftedness and talents.
3.4.4 Model a range of high level skills responsive to the special educational
needs of learners in difficult circumstances, including: geographic isolation;
17 chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.

3.5.4 Show comprehensive skills in delivering culturally appropriate teaching

18
strategies to address effectively the needs of learners from indigenous groups.

Domain 4. Curriculum and Planning

4.1.4 Model exemplary practice and lead colleagues in enhancing current
19 practices in the planning and management of developmentally sequenced
teaching and learning processes.
4.2.4 Exhibit high-level skills and lead in setting achievable and challenging
20 learning outcomes that are aligned with learning competencies towards the
cultivation of a culture of excellence for all.

4.3.4 Provide advice on the design and implementation of relevant and

21 responsive learning programs that develop the knowledge and skills of learners
at different ability levels.

22 4.4.4 Lead colleagues in professional discussions to plan and implement

strategies that enrich teaching practice.
4.5.4 Model exemplary skills and lead colleagues in the development and
23 evaluation of teaching and learning resources, including ICT, for use within and
beyond the school.
Domain 5. Assessment and Reporting
5.1.4 Lead initiatives in the evaluation of assessment policies and guidelines
that relate to the design, selection, organization and use of effective diagnostic,
24 formative and summative assessment strategies consistent with curriculum
requirements.

25 5.2.4 Provide advice on and mentor colleagues in the effective analysis and use
of learner attainment data.
5.3.4 Exhibit exemplary skills and lead initiatives to support colleagues in
26 applying strategies that effectively provide timely, accurate and constructive
feedback to learners to improve learning achievement.

5.4.4 Share with colleagues a wide range of strategies that ensure effective
27 communication of learner needs, progress and achievement to key
stakeholders, including parents/guardians.
5.5.4 Lead colleagues to explore, design and implement effective practices and
28 programs using information derived from assessment data.

Domain 6. Community Linkages and Professional Engagement

6.1.4 Model exemplary practice and empower colleagues to establish and
29 maintain effective learning environments that are responsive to community
contexts.
6.2.4 Lead in consolidating networks that strengthen relationships with
30 parents/guardians and the wider school community to maximize their
involvement in the educative process.
6.3.4 Lead colleagues in the regular review of existing codes, laws and
regulations that apply to the teaching profession, and the responsibilities as
31 specified in the Code of Ethics for Professional Teachers.
 6.4.4 Evaluate existing school policies and procedures to make them more
32
responsive to the needs of the learners, parents and other stakeholders.

Domain 7. Personal Growth and Professional Development

33 7.1.4 Model a learner-centered teaching philosophy through teaching practices

that stimulate colleagues to engage in further professional learning.
7.2.4 Act as a role model and advocate for upholding the dignity of teaching as
34 a profession to build a positive teaching and learning culture within and beyond
the school.
7.3.4 Take a leadership role in supporting colleagues’ engagement with
35 professional networks within and across schools to advance knowledge and
practice in identified areas of need.
7.4.4. Demonstrate leadership within and across school contexts in critically
36 evaluating practice and setting clearly defined targets for professional
development.
7.5.4 Lead reforms in enhancing professional development programs based on
37 an in-depth knowledge and understanding of the Philippine Professional
Standards for Teachers.
Total Number of O and VS

III. COMPARATIVE ASSESSMENT RESULTS

Education Training Experience Performance Classroom Non- Total Score
Observable Classroom
Indicators Observable
Indicators

Conforme: Attested by:

LOURDES G. DELA CRUZ, PhD, CESO VI

Assistant Schools Division Superintendent
Teacher Applicant HRMPSB Chair

IV. DEPED SCHOOLS DIVISION OFFICE ACTION

Reclassification of Position Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

JONALYN C. MAURICIO
Administrative Officer IV (HRMO)

Certified Correct

BERNADETTE B. MORATILLO, DPA

Administrative Officer V (Admin Services)

Recommending Approval:

LOURDES G. DELA CRUZ, PhD, CESO VI

Assistant Schools Division Superintendent

V. DEPED REGIONAL OFFICE ACTION

Reclassification of Position
Date
Remarks
From Salary Grade To Salary Grade Processed

Evaluated by:

Teachers Credential Evaluator

Certified Correct:

Chief, Administrative Division

Approved:

________________________________________________
Regional Director