📣 Mobilizing Student Leadership for the 2025 Brigada Eskwela: A Call to Action 🏫

The Department of Education (DepEd) has once again ignited the flame of community solidarity with the launch of the 2025 Brigada Eskwela, set for June 9 to 13, 2025. This annual initiative highlights not just school readiness but the power of collective action, this time with a renewed focus on the youth leadership sector.

More than just a cleanup and repair week, Brigada Eskwela has become a symbol of bayanihan—a deeply rooted Filipino value that resonates in every classroom, corridor, and campus across the country. The campaign will culminate in the opening of classes on June 16, 2025, following a nationwide kickoff on June 9, 2025, themed: “Nagkakaisa para sa Handa at Ligtas na Pagbabalik-Eskwela.”

🎓 Empowering Student Leaders for Real-World Impact ✊

What sets this year apart is the official involvement of student leaders—specifically the Supreme Elementary Learner Government (SELG) and the Supreme Secondary Learner Government (SSLG), together with their advisers. This move signals a powerful shift: youth engagement is no longer optional—it’s essential.

DepEd Order No. 12, s. 2025 underscores this by encouraging schools to hold their own kickoff ceremonies and advocacy events during the same week. It’s not only about prepping classrooms anymore; it's about empowering learners to lead planning, organization, and execution of meaningful school-wide efforts.

These student-led bodies will not just stand on the sidelines. Their involvement in Brigada Eskwela initiatives will reflect their commitment to leadership, teamwork, and community service—core values that extend beyond school walls and into future civic participation.

🤝 Youth-Led Collaboration Strengthens School Communities 🌱

Why does this matter? Because SELGS and SSLGS are the heartbeat of student voice. When these young leaders step up, they inspire peers, engage parents, and partner with school personnel to create inclusive, safe, and welcoming learning environments.

This isn't merely about mops and paintbrushes; it's a leadership laboratory. It's where learners develop collaborative problem-solving skills, understand project implementation, and most importantly, where they experience what it means to take responsibility for their own community.

The involvement of student governments gives Brigada Eskwela a youth-driven face, making it more relatable and sustainable for the long term. It’s the perfect blend of education and empowerment, brought to life on campus grounds.

📨 Bridging Communication: Support Channels Are Open 📬

To ensure smooth coordination, school heads and advisers are asked to channel concerns to the Bureau of Learner Support Services – Youth Formation Division (BLSS-YFD) via blss.yfd@deped.gov.ph. This direct line ensures every question finds an answer, and every effort gets the guidance it needs.

📥 Download the COT Observation Notes Form 📝 – A Vital Tool for PMES in Teacher Evaluation

For educators in the Philippines, the Performance Management and Evaluation System (PMES) stands as a cornerstone in assessing teaching effectiveness. At the heart of this system is a key document many may overlook—the Classroom Observation Tool (COT) Observation Notes Form. If you're seeking a copy, look no further. But more importantly, let’s explore why this form is more than just something to download—it’s a roadmap to professional growth and instructional improvement.

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🧾 What is the COT Observation Notes Form, and Why Should You Use It?

The COT Observation Notes Form is used by school heads or authorized observers to record detailed insights into a teacher’s classroom performance. Unlike simple rubrics or checklist-type evaluations, this form allows for in-depth qualitative notes, offering a more personalized reflection of a teacher’s classroom practice.

Every school year, teachers are typically observed four times, and each observation contributes to their RPMS-PPST portfolio. These notes become part of their official IPCRF (Individual Performance Commitment and Review Form), making this document a critical component in the evaluation cycle.

By providing detailed descriptions of teaching strategies, classroom environment, and student engagement, the form helps ensure that feedback is contextualized, evidence-based, and aligned with the Philippine Professional Standards for Teachers (PPST).

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📌 Why Downloading the Form Isn’t Just a Task—It’s a Step Toward Excellence

Too often, teachers download forms just to comply with requirements. But understanding the real purpose of the COT Observation Notes Form transforms it from a simple file into a professional development tool. When filled out correctly, it provides teachers with actionable insights they can use to reflect and improve upon their teaching.

Observers are encouraged to write what they actually see and hear—details that highlight not only strengths but also areas where growth is needed. This leads to more meaningful post-observation dialogues, coaching sessions, and ultimately, better teaching practices.

Moreover, using the form correctly ensures that teacher evaluations remain objective, transparent, and aligned with DepEd Orders and RPMS indicators.

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🖊️ Who Fills Out the COT Notes and When?

The form is typically used during scheduled or unannounced classroom observations. Here’s how it works:

• The observer fills in basic details at the top of the form, such as date, time, teacher’s name, subject, and the observation round (1st to 4th).

• During the observation, the observer writes down notes about instructional delivery, classroom management, student participation, use of materials, and any critical incidents worth documenting.

• These notes will later be reviewed, signed, and discussed with the teacher in a post-conference session that promotes reflective teaching.

All of this data supports the creation of the RPMS rating, which can influence rewards, recognition, or even promotion opportunities.

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📈 PMES, PPST, and the Bigger Picture

The DepEd's thrust for quality education is firmly grounded in the PPST, and the tools used in PMES—including the COT Observation Notes Form—serve to support and validate a teacher’s alignment with these standards. The purpose of downloading and using this form isn’t just compliance—it’s empowerment. It allows teachers to visualize their strengths, acknowledge their weaknesses, and develop action plans for improvement.

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📥 Ready to Download the COT Notes Form?

Make sure you’re downloading the latest, DepEd-aligned version of the COT Observation Notes Form. It should include space for:

• Observer’s name and signature

• Teacher’s name, subject, and grade level

• Observation date and time

• Observation number (1 to 4)

• Blank field for detailed notes

Once downloaded, print it and keep a few copies handy. You’ll be prepared for observations—and more importantly—for transformational feedback that uplifts your teaching journey.

CLICK HERE TO DOWNLOAD THE FORM NOW

📎 Here is the Link for e-IPCRF Submission SY 2024-2025

As the Department of Education continues to embrace digital transformation, teachers are now expected to accomplish and submit their Individual Performance Commitment and Review Form (IPCRF) using a fully digital system. For School Year 2024–2025, DepEd reinforces the use of the official Excel-based e-IPCRF tool, ensuring streamlined processing, greater data accuracy, and centralized records.

Unlike in previous years, the submission process no longer relies on printed documents or manual collation. Instead, it leverages a secure online platform to handle the task efficiently. So, if you’re asking, “Where is the link for e-IPCRF submission?”—look no further. The answer is just a few scrolls away.

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🖊️ Accomplishing the e-IPCRF: Every Detail Counts

Every teacher (ratee) is required to fill out their IPCRF using the DepEd-provided Excel-based e-IPCRF tool. The data for SY 2024-2025 must be encoded with care and precision. Before finalization, the Rater and Approving Authority must verify the entries to ensure alignment with performance metrics.

This verification is crucial, as once the tool is finalized, it is no longer editable. After finalizing, the teacher submits the e-IPCRF to the school head, signaling the start of the uploading phase.

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🏫 School Heads Take the Lead in Online Upload

Once teachers hand in their finalized tools, the responsibility shifts to the school heads or designated non-teaching personnel. These individuals are in charge of uploading all the accomplished e-IPCRFs into the system. They must use only the official online platform, which can be accessed through this link:

👉 https://eipcrf.deped.gov.ph

To ensure security and proper tracking, the system only accepts logins via official DepEd school email addresses.

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📧 Email Format and Special Instructions

By default, all school email accounts are registered in a school ID-based format:
📧 SchoolID@deped.gov.ph
🔍 Example: 123456@deped.gov.ph

For schools using customized email addresses—such as mnhs.001@deped.gov.ph—coordination with the Division Information Technology Officer (ITO) is required. The ITO will handle the registration and grant system access to ensure a smooth upload process.

It’s important to avoid delays by ensuring the correct email account is registered in the system before attempting to access the submission portal.

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🔐 Why This System Matters: Security, Speed, and Scalability

This enhanced process of uploading and submitting e-IPCRF online supports the Department’s goal of a more secure, accountable, and efficient education system. It reduces the risk of data loss, speeds up reporting, and allows for real-time oversight and analytics from division to national levels.

The online e-IPCRF system is more than just a submission tool—it’s a platform for professional integrity, digital readiness, and forward-looking governance in public education.

📘 New DepEd Order Updates Kindergarten Enrollment Policy: What Every Parent Needs to Know in 2025

The Department of Education (DepEd) has once again reinforced its commitment to making early childhood education more accessible by amending the existing policies on Kindergarten enrollment. With the recent issuance of DepEd Order No. 015, s. 2025, families across the Philippines can now look forward to improved access to Kindergarten programs—especially for children who turn five years old later in the year.

🧒 Equal Access for All Filipino Children

In accordance with Republic Act 10157 (Kindergarten Education Act of 2012) and RA 10533 (Enhanced Basic Education Act of 2013), the new directive underscores that Kindergarten is compulsory and non-negotiable. All children must complete at least one year of Kindergarten before entering Grade 1, making it a foundational stage in every Filipino child’s basic education journey.

📅 New Age Cut-Off Rule for Kinder Enrollment

Starting School Year 2025–2026, a revised guideline takes effect. Under the new enrollment procedures, children must be five years old by October 31 to qualify for Kindergarten. However, the order introduces a vital exception for children who turn five between November 1 and December 31.

To accommodate these late-in-the-year birthdays, learners may still be enrolled if they have attended a recognized Early Childhood Care and Development (ECCD) program for at least one school year. This includes attendance in Daycare Centers (CDCs) or Learning Centers (LCs), whether public or private, as long as these are officially recognized or permitted.

Parents or guardians must submit proof of ECCD completion, such as certificates of attendance or participation, to validate the child’s prior learning experience.

✅ ECD Checklist: A Gateway to Kinder Admission

📝 Another notable requirement introduced is the Philippine Early Childhood and Development (ECD) Checklist. This checklist is administered by the receiving Kindergarten teachers during the enrollment period until the first week of classes. It plays a crucial role in assessing whether the learner is ready for Kindergarten.

The results of the checklist will directly influence the child’s admission status and will become part of the official learner’s records. This ensures that all incoming Kindergarten students meet the necessary developmental milestones to thrive in a formal learning environment.

👩‍🏫 Support for Kinder Educators and Implementation Teams

To reinforce this policy, DepEd will collaborate with the National Educator’s Academy of the Philippines (NEAP) to provide ongoing teacher training. The goal is to equip Kindergarten teachers with strategies and skills to support learners through developmentally appropriate practices.

🔁 What Happens to Old Policies?

DepEd Order No. 020, s. 2018 is officially repealed with the issuance of this new order. However, any sections of previous orders not affected by this amendment remain in effect. This ensures policy continuity while still enabling adaptability for improved access to education.

🕐 Immediate Effectivity and Compliance

This policy takes effect immediately upon approval and publication. All concerned personnel—from regional directors down to school heads—are directed to comply strictly and facilitate seamless implementation. For questions or clarifications, stakeholders may reach out to the Bureau of Learning Delivery–Teaching and Learning Division via DepEd Central Office channels.

🗂️ School Forms for Teacher Ancillary Tasks Based on Learning Area/Grade Level/Designation 📋

In today’s fast-evolving educational landscape, teachers are no longer confined to classroom instruction alone. Beyond the blackboard and textbooks, they are now central to the administrative, developmental, and data-driven aspects of education. One of the most vital responsibilities they shoulder is completing a range of school forms tailored to their specific learning area, grade level, or designation.

These teacher ancillary tasks—often unsung—form the invisible framework that ensures every learner's needs are properly assessed, documented, and guided. Let’s explore how these structured forms enhance the overall effectiveness of the education system.

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📈 Empowering learner growth: assessment forms that matter

Teachers are entrusted with evaluating the progress of every student. Through dedicated assessment tools, they provide detailed documentation that serves as a roadmap for learner development. Among the most widely used forms are the Kindergarten Progress Report, Philippine Informal Reading Inventory (Phil-IRI), and Rapid Numeracy Assessment Result.

These tools give educators actionable insights. The Comprehensive Rapid Literacy Assessment (CRLA) and Multi-Factored Assessment Tool (MFAT) go a step further by diagnosing deeper learning challenges, particularly for early learners. Meanwhile, the Early Childhood Development Checklist ensures that developmental milestones are closely monitored, laying the foundation for lifelong learning success.

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👩‍🏫 Strengthening teaching capacity: coaching and mentoring documents

Beyond students, teachers also uplift fellow educators. This is evident in how they design and document mentorship efforts. The Learning Action Cell (LAC) Plan and Accomplishment Report captures collaborative professional growth, while the Instructional Supervisory Plan and its accompanying report reflect strategies for continuous improvement.

Mentoring is no longer informal—it is structured, intentional, and accountable. Reports like the SLAC Narrative for Intermediate Teachers show how reflection and peer feedback are integrated into teaching practice, proving that technical assistance is a two-way street in education.

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🧑‍🏫 Extending learning: curriculum delivery and pedagogy forms

Curriculum implementation doesn’t stop with lesson plans. Teachers participating in national enrichment programs like the National Learning Camp (NLC) are required to maintain an Attendance Record and submit an Accomplishment Report especially if they served as Learning Camp Volunteers (LCVs).

These forms underscore how teachers go the extra mile—volunteering time, sharing expertise, and innovating instruction. They are not only delivering lessons but also shaping how learning is experienced beyond regular schedules.

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📑 Forward-thinking instruction: curriculum planning documentation

Education is both a science and a strategy. Teachers are not mere implementers; they are also planners. Reports from In-Service Training for Teachers (INSET) offer insights into how teachers refine their practice based on evolving learner needs.

Such curriculum planning forms are critical as they feed into broader institutional strategies. They support data-informed decisions that lead to more adaptive, responsive, and relevant classroom instruction.

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🏫 Classroom leadership: homeroom and student data management

Perhaps the most data-heavy responsibility of all lies in Homeroom Guidance and Management. Teachers act as both second parents and school record managers. From enrollment to promotion, each learner’s educational path is tracked using forms such as School Forms 1 to 10.

The Learner Information System (LIS) is now central to updating and encoding these details. On top of this, teachers handle specialized forms like the Alternative Learning System (ALS) series, which includes mapping learners, listing registrants, and reporting permanent records.

For Senior High School (SHS), exit documentation becomes essential. Tools such as the SHS Tracer Report and Curriculum Exit Tracking System highlight where students head after graduation—whether to work, higher education, or vocational paths.

These forms demonstrate that every name, every grade, every progress report tells a story—and teachers are the storytellers.

📋✍️ STANDARD SCHOOL FORMS FOR ALL TEACHERS

Behind every successful classroom is a well-prepared teacher—and at the core of that preparation lies the effective use of standard school forms. These documents are not just checklists or paperwork—they are strategic tools that enable teachers to track progress, deliver targeted instruction, and ensure academic success for all learners.

By aligning teaching responsibilities with clear documentation practices, educators can make informed decisions, tailor their teaching, and offer appropriate interventions. This structured approach creates a school environment where learning is guided, measurable, and responsive to individual needs.

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🎯📊 Assessment of Learners’ Progress: Turning Data into Action

Monitoring and supporting student performance is a core teaching responsibility. Under this sub-category, four powerful forms are used to ensure that every learner's journey is carefully guided.

The Learning Outcome Assessment is a form where teachers systematically evaluate whether students are meeting key competencies. It helps identify what has been learned, what still needs work, and which teaching methods are most effective.

Next is the Class Record—a dynamic log that reflects real-time academic data. Far more than just a gradebook, it helps teachers observe patterns over time. Whether it's daily attendance or quiz results, this form empowers teachers to maintain organized, accurate academic records.

Then comes the Test Result and Analysis. This form allows teachers to look beyond scores and into the learning trends they reveal. It is critical for identifying subject areas needing reinforcement, recognizing learners who excel, and adjusting lessons for better outcomes.

Lastly, the Report on Remedial and Intervention Program represents a teacher’s concrete response to learners in need of extra help. It shows what steps were taken, when, and with what results. These documented interventions ensure that no learner is left behind, and that support is intentional and accountable.

Each of these forms plays a vital role in building a responsive, evidence-based system that ensures each student is given the opportunity to grow and succeed.

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📚🧠 Curriculum Delivery and Pedagogy: The Power of Personalization

Under the curriculum delivery domain, one standout document defines modern teaching: the Individualized Learning Plan (ILP). This form highlights a shift from generalized instruction to a more learner-centered model.

The ILP is a detailed instructional blueprint created specifically for a student who may need modifications in pacing, content, or strategy. It could be designed for a struggling learner who needs foundational reinforcement—or a gifted student needing more advanced materials. The key is personalization.

With this plan, teachers can clearly articulate learning goals, set timelines, and choose the right resources to support the student’s unique needs. This form demonstrates a teacher’s ability to adapt and deliver instruction with flexibility and intent.

More than a document, the ILP represents the philosophy of inclusive education: that all learners, regardless of background or ability, deserve a pathway to success that is both equitable and empowering.

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📌💡 Why These Forms Are More Than Just Paperwork

It’s easy to underestimate the importance of documentation in teaching. But these standard school forms are more than administrative requirements—they are the foundation of reflective, effective teaching.

Each form provides data, structure, and direction. They help teachers identify gaps, recognize progress, and take action that truly supports learning. In a school system that values both accountability and compassion, these documents serve as both guideposts and evidence of a teacher’s professional commitment.

With these forms in place, teachers don’t just teach—they lead, analyze, adjust, and uplift. They become the engine behind student achievement and the voice of educational integrity.

DepEd Reiterates Data Gathering and Consultation on Learners’ Handbook Development

The Department of Education (DepEd), through the Office of the Undersecretary for Operations, has issued a memorandum reiterating the implementation of the Data Gathering and Consultation on the Development of Learners’ Handbook, as outlined in DM-OUOPS-2025-1260 dated April 25, 2025.

This activity, coordinated by the Bureau of Learner Support Services–Youth Formation Division (BLSS-YFD), aims to review and enhance the draft outline of the Learners’ Handbook by addressing real issues, emerging concerns, and feedback from learners. It also seeks to gather additional data from field offices to inform the content, structure, and relevance of the handbook.

Here is the tool the DATA GATHERING AND CONSULTATION TOOL link

The data gathered will be consolidated to support the finalization of the handbook and ensure that its presentation is practical, inclusive, and appropriate for nationwide implementation. A comprehensive report will include relevant findings and stakeholder inputs, which will serve as a foundational resource for further guidance.

📌 Participation and Submission Guidelines

All Regional Offices (ROs) and Schools Division Offices (SDOs) are directed to adhere to the following instructions to ensure smooth implementation:

1. Upon receiving the memorandum, ROs and SDOs must inform all school heads, including public and private, to participate. Students who wish to join the data gathering must submit a duly accomplished Consent Form (Annex A) before answering the form.

2. All accomplished consent forms and data submissions will be consolidated into a One Drive folder per school. The SDO shall organize the collected forms in a shared drive to be used by the RO for final consolidation.

3. Data and results gathered during this consultation will be used exclusively for the development of the Learners’ Handbook.

4. The data collection and consultation tool will be accessible until Friday, June 6, 2025.

📄 Consent Form Details (Annex A)

The Consent Form informs parents and guardians about the ongoing Data Gathering procedure facilitated by the Youth Formation Division, in partnership with the Learner Rights and Protection Division. This effort is conducted to determine what should be included in the Learners’ Handbook.

Participation is voluntary. All information shared will remain confidential and used only for the intended purpose. The form emphasizes that all personal data collected is protected under Republic Act No. 10173 (Data Privacy Act of 2012).

The learners are encouraged to express their thoughts, views, and opinions freely, particularly in areas that affect them. The activity aligns with the provisions of the UN Convention on the Rights of the Child (UNCRC).

Parents may indicate approval for their child’s participation by signing the form and selecting whether they want to have a copy of it. Contact details for follow-up are provided through blss.yfd@deped.gov.ph and blss.lrpd@deped.gov.ph.

📩 For further information or concerns, DepEd staff may contact the BLSS-OD via email at blss.od@deped.gov.ph or cc: blss.yfd@deped.gov.ph.