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🎓📋 Teacher IV Qualifications 2025: What You Need to Know Under DepEd Order No. 019, s. 2025 📋🎓

A significant shift is happening in Philippine education policy—and it directly affects how public school teachers advance in their careers. On June 24, 2025, the Department of Education (DepEd) issued DepEd Order No. 019, s. 2025, a groundbreaking directive that outlines amended qualification standards for various teaching and school leadership positions.

Among the most awaited updates in this order is the official creation of the Teacher IV position. For thousands of educators across the country, this opens a long-anticipated gateway toward career advancement. But what exactly are the Teacher IV qualifications in 2025? And what do they mean for your future in the teaching profession?

Let’s unpack the details behind this policy—why it matters, what it requires, and how it aligns with the evolving expectations of a quality Filipino education.

🏫📚 Why the Teacher IV Position Matters More Than Ever

The addition of Teacher IV to the public school system isn't just a formality. It’s a strategic and symbolic recognition of mid-career educators who have shown professional competence, instructional leadership, and a commitment to growth.

According to the Philippine Professional Standards for Teachers (PPST), the path from beginning to proficient, and eventually to distinguished teaching, must include clear career stages. In the old system, many teachers plateaued at Teacher III, with Master Teacher I often too demanding or out of reach.

Now, through DepEd Order No. 019, the new position of Teacher IV offers a well-deserved next step, promoting growth without requiring an immediate shift to master teacher responsibilities.

📘✅ Teacher IV Qualifications in the Philippines (2025 Edition)

Here are the official qualifications for aspiring Teacher IV educators, as specified under the DepEd Order No. 019, s. 2025:

🎓 1. Education Requirement

You must have either of the following:

  • A Bachelor’s degree in Education, or

  • A Bachelor’s degree in a relevant subject area (like English, Math, or Science) with at least 18 professional education units.

This inclusive requirement values both traditional education graduates and subject-matter experts who transitioned into teaching with added professional coursework.

⏳ 2. Experience Requirement

You need to have at least three (3) years of teaching experience in a recognized public or private institution.

This ensures that Teacher IV is awarded to those with real classroom experience—not just in years, but in meaningful engagement with students, lesson planning, and instructional design.

📑 3. Training Requirement

You must present a minimum of 16 hours of relevant training, completed within the last five (5) years. Acceptable training areas include:

  • Curriculum development

  • Pedagogy and instructional strategies

  • Subject area specialization

Alternatively, you may qualify by completing a NEAP-recognized training program that fulfills the requirements for Career Stage II (Proficient Teacher) under the National Educators Academy of the Philippines (NEAP).

As emphasized by DepEd, professional training ensures that educators remain updated, relevant, and aligned with modern teaching practices.

📜 4. Eligibility Requirement

Applicants must hold RA 1080 eligibility, which refers to having passed the Licensure Examination for Teachers (LET). This is the standard benchmark for professional readiness in the Philippine education system.

📈🌱 How Teacher IV Qualifications Align with the PPST and Career Progression

These updated standards aren’t just technical checklists—they are directly tied to the Philippine Professional Standards for Teachers, a framework endorsed by DepEd and supported by research from institutions like the Philippine Institute for Development Studies (PIDS).

The qualifications aim to:

  • Provide a clear, fair promotion track for committed teachers.

  • Encourage lifelong learning and consistent professional development.

  • Help schools identify and retain high-performing teachers who can mentor peers, lead learning communities, and drive student success.

💼🏆 What This Means for Teachers in 2025 and Beyond

Becoming a Teacher IV is more than just a title—it’s a public acknowledgment that you have met higher standards of knowledge, performance, and professionalism. It also:

  • Opens the door to future roles such as Teacher V–VII or even Master Teacher positions.

  • Enhances your credibility and leadership standing within your school community.

  • Potentially leads to higher salary grades and better career benefits.

As former DepEd Secretary Leonor Briones once said, “We cannot improve learner outcomes without investing in teacher quality.” These new qualifications are the system’s way of rewarding educators who never stop growing.

See also the qualification standards for:

Teacher I

Teacher II

Teacher III

Teacher IV

Teacher V

Teacher VI

Teacher VII

Master Teacher I

Master Teacher II

Master Teacher III

Master Teacher IV

📘 What the New DepEd Standards Mean for Aspiring Teacher III Applicants in 2025 🌟

The Department of Education’s latest directive, DepEd Order No. 019, s. 2025, released on June 24, 2025, brings renewed clarity and structure to the journey of public school educators—especially those aspiring for Teacher III positions. Whether you're currently in a Teacher I or II role or just charting your path forward, understanding the new qualification standards is essential to advancing your career in the Philippine education system.

In this blog, we focus specifically on what it now takes to become a Teacher III—both in elementary and secondary levels—based on the revised requirements that blend formal education, hands-on teaching experience, and updated professional training. This order doesn't just raise the bar; it reshapes the ladder.

🎯 Defining Teacher III in 2025: Beyond the Usual Promotion

The Teacher III position, classified under Salary Grade (SG) 13, is no longer just about tenure or years of service. Under the amended guidelines, it reflects a teacher’s readiness to take on more complex instructional responsibilities and to lead in content delivery and classroom innovation.

To qualify for Teacher III (Elementary), an applicant must now meet the following updated standards:

  • A Bachelor's degree in Education, or a bachelor's in a relevant subject with at least 18 professional education units

  • At least 2 years of teaching experience

  • 16 hours of relevant training in curriculum, pedagogy, or subject specialization, completed within the last 5 years

  • Must hold RA 1080 eligibility, as amended (i.e., must be a licensed teacher through the LET)

For Teacher III (Secondary), while the educational background must align with the subject area taught, the eligibility remains under RA 1080, with similar requirements on experience and training.

💡 Why These Changes Matter: A More Strategic Career Path

These revised standards signal a clear intent from DepEd: to professionalize the path to career advancement and ensure that Teacher III appointments are backed by actual capability, not just years served. According to a report by the Civil Service Commission (CSC), merit-based promotions lead to higher performance outcomes and better staff retention across government agencies—including the education sector.

This also aligns with international frameworks. The OECD’s Education Policy Outlook stresses that quality teaching requires continuous learning and up-to-date training, especially in evolving areas like differentiated instruction and technology integration. By demanding recent, relevant training for Teacher III candidates, DepEd is aligning the Filipino teaching force with global benchmarks.

🔍 The New Emphasis: Recency and Relevance in Teacher Training

What stands out in DepEd Order No. 019, s. 2025 is the requirement that training must be recent (within the last five years). This emphasizes the shift toward a lifelong learning model, where professional development is not a one-time milestone but an ongoing process.

So, if you're an aspiring Teacher III, attending webinars, seminars, or workshops in areas like curriculum design, inclusive education, or 21st-century pedagogy is not just advisable—it’s now essential. According to SEAMEO INNOTECH, active participation in updated teacher training correlates strongly with student success in both rural and urban classrooms.

🏫 From Classroom to Leadership: Teacher III as a Pedagogical Pillar

Unlike higher administrative positions, Teacher III remains rooted in the classroom. But this role now serves as a mentor-level teaching position—an acknowledgment of your ability to model best practices, coach less experienced teachers, and lead subject or grade-level planning.

With this order, DepEd recognizes that leadership is not limited to the principal’s office. By strengthening the qualifications for Teacher III, it is also strengthening instructional leadership at the classroom level. As UNESCO’s Global Education Monitoring Report highlights, peer-led teaching excellence is one of the most effective levers for school improvement.

📌 Final Thought: Meeting the Standard, Becoming the Standard

This order transforms the Teacher III position into more than just a promotion—it’s a badge of teaching mastery and instructional credibility. Meeting the new qualifications means you're not just ready to move up; you're ready to lead by example in your teaching community.

So now is the time to assess your experience, enroll in training, and take a proactive role in shaping your career. With the bar raised, your opportunity to shine has never been clearer.

See also the qualification standards for:

Teacher I

Teacher II

Teacher III

Teacher IV

Teacher V

Teacher VI

Teacher VII

Master Teacher I

Master Teacher II

Master Teacher III

Master Teacher IV

📘 What It Takes to Be a Teacher II in 2025 ✨ | New DepEd Standards Explained

The Department of Education (DepEd) has raised the bar for teachers once again with the release of DepEd Order No. 019, s. 2025. One of the most crucial updates in this policy focuses on the revised qualifications for the position of Teacher II, particularly in the elementary and secondary levels. For educators aspiring to move up the career ladder, understanding the new standards for Teacher II is now more important than ever.

This recent order redefines what it means to be a qualified, progressive, and future-ready teacher. The changes are not just technical updates—they represent a shift in mindset and expectations, aligning with international trends in education and lifelong professional development.

🎓 What’s New for Teacher II? | Qualifications that Shape the Future

According to DepEd Order No. 019, s. 2025, the updated standards for Teacher II (Elementary and Secondary) emphasize a balanced combination of academic background, teaching experience, relevant training, and eligibility. Here’s how each component is defined:

  • A Bachelor’s degree in Education, or a Bachelor’s degree in a relevant subject area with at least 18 professional education units is now the minimum educational requirement.

  • Candidates must have at least one (1) year of teaching experience, showing that they’ve had meaningful exposure to the classroom environment.

  • 8 hours of training are required, specifically in areas such as curriculum development, pedagogy, or subject specialization, acquired within the last five years.

  • Lastly, applicants must possess the proper eligibility under RA 1080, meaning they must have passed the Licensure Examination for Teachers (LET).

These enhanced qualifications for Teacher II reflect DepEd’s commitment to nurturing a more competent and capable teaching workforce. According to the Civil Service Commission (CSC), this move ensures that only those who are genuinely prepared—academically and professionally—advance in their careers.

🏫 Why These New Standards Matter | Raising the Bar for Quality Education

The significance of these new requirements goes beyond paper qualifications. They underscore the need for teachers to remain active learners, not just educators. With education evolving rapidly—especially due to digital integration and new teaching methodologies—DepEd’s updated qualifications push teachers to stay current, reflective, and innovative.

This is supported by findings from UNESCO’s Teacher Task Force, which stresses that continuous professional development is essential in achieving long-term educational goals. A Teacher II, under these standards, is not just someone with more experience, but someone who has demonstrated growth, invested in training, and upgraded their teaching practice.

🌱 From Teacher I to Teacher II | A Meaningful Career Progression

Transitioning from Teacher I to Teacher II is no longer a mere promotion—it’s a professional milestone. It marks a teacher’s readiness to take on greater instructional responsibilities, collaborate more actively in curriculum improvement, and mentor younger colleagues.

DepEd’s focus on recent and relevant training also ensures that teachers applying for this level have refreshed their skills and knowledge, especially in fast-changing areas like learner-centered strategies, inclusive education, and differentiated instruction.

And while one year of experience might sound modest, it’s no longer about the time spent alone—it’s about the quality and impact of that experience.

🧭 DepEd’s Vision Behind the Update | Investing in Human Capital

DepEd Order No. 019, s. 2025, is more than just a bureaucratic update—it’s a strategic investment in human capital. By setting higher standards for Teacher II positions, the department ensures that the foundation of Philippine basic education—the teachers—remains strong, skilled, and adaptable.

According to DepEd’s Bureau of Human Resource and Organizational Development (BHROD), these changes are designed to create a more dynamic and responsive career system where teachers are assessed not just by how long they’ve served, but by how well they’ve grown professionally.

This aligns with the principles outlined in RA 9155 (Governance of Basic Education Act of 2001), which recognizes teachers as key players in achieving learning outcomes and national education targets.

🧠 Final Thoughts | A Call to All Aspiring Teacher IIs

For those aiming to become Teacher II, the journey now involves intentional preparation. It’s a call to embrace training opportunities, pursue further studies when possible, and document professional experiences effectively.

This is a significant step forward—one that empowers educators to build careers based on competence, dedication, and continual improvement. If you're a Teacher I looking to advance, now is the time to assess your readiness and align with these new standards.

Being a Teacher II in 2025 is not just a title—it's a badge of honor that reflects your commitment to excellence in Philippine education.

See also the qualification standards for:

Teacher I

Teacher II

Teacher III

Teacher IV

Teacher V

Teacher VI

Teacher VII

Master Teacher I

Master Teacher II

Master Teacher III

Master Teacher IV

📘✨ DepEd 2025 Teacher I Qualification Standards: What Every Aspiring Filipino Educator Must Know

📌🔍 Why the Focus on Teacher I in DepEd’s 2025 Update?

In DepEd Order No. 019, s. 2025, the Department of Education reaffirms the importance of the Teacher I position as the foundation of quality education in public schools. This order clarifies and strengthens the qualification standards for Teacher I, ensuring that public school classrooms—especially at the entry level—are led by competent, licensed, and professionally prepared educators.

As the gateway to the public school system, Teacher I serves as both an opportunity and a responsibility. Understanding the updated standards allows aspiring educators to better prepare themselves and align with DepEd’s vision of responsive, inclusive, and transformative basic education.

🎓📘 What Are the 2025 Qualification Standards for Teacher I?

According to DepEd Order No. 019, s. 2025, the requirements for Teacher I (Elementary and Secondary) remain straightforward yet crucial. These are designed to invite both new graduates and career shifters, while still upholding the professional integrity of the teaching workforce.

Let’s break down the updated qualifications:

👩‍🏫 Teacher I (Elementary) – Salary Grade (SG) 11

  • Education: Bachelor’s degree in Education, or any bachelor’s degree in a relevant subject area with at least 18 units of professional education courses.

  • Experience: None required

  • Training: None required

  • Eligibility: RA 1080, as amended – Licensure Examination for Teachers (LET), Elementary Level

👨‍🏫 Teacher I (Secondary) – Salary Grade (SG) 11

  • Education: Bachelor’s degree in Education major in a relevant subject, or a bachelor’s degree in a relevant field with 18 units in professional education

  • Experience: None required

  • Training: None required

  • Eligibility: RA 1080, as amended – Licensure Examination for Teachers (LET), Secondary Level

These standards reflect DepEd’s goal of attracting highly motivated individuals without imposing early career barriers like prior teaching experience or specialized training. Instead, emphasis is placed on academic preparation and professional licensure.

🧠📚 Why These Standards Matter for the Teaching Profession

By maintaining clear but flexible standards for Teacher I, DepEd ensures the broadest possible access to teaching roles while maintaining accountability. This benefits not just the applicants—but the learners, schools, and the system as a whole.

According to the Philippine Normal University’s Center for Teaching Excellence, ensuring a teacher has completed professional education coursework and passed the LET helps guarantee a baseline of pedagogical knowledge and teaching ethics.

The policy also opens doors for professionals from diverse academic backgrounds, including fields like Science, Math, or Filipino, to enter teaching through additional education units—ensuring a rich pool of qualified candidates across subject areas.

💼🚀 Opportunities That Come With the Teacher I Position

While Teacher I is technically an entry-level role, it is also a powerful launching point for a long and fulfilling career in education. From this position, educators can progress to Teacher II, Teacher III, and beyond—eventually qualifying for Master Teacher or Principal positions based on performance, continuing education, and leadership training.

Moreover, DepEd’s MATATAG agenda ensures future support in the form of professional development programs, in-service trainings, and opportunities to specialize in inclusive education, digital learning, and curriculum development.

🔍📢 Final Thoughts: Preparing to Apply for Teacher I in 2025 and Beyond

If you're planning to enter the public school system this year, make sure to review the following:

  • Enroll in professional education units if your degree is not in Education.

  • Take the Licensure Examination for Teachers (LET) and pass the appropriate level.

  • Prepare your documents based on DepEd Order No. 019, s. 2025—especially the updated guidelines on ranking and selection, which your local division office may soon circulate.

This is more than just a job title—it’s your first step in becoming an agent of change in the Philippine education system. And now, more than ever, we need dedicated, qualified educators ready to take the lead from day one.

See also the qualification standards for:

Teacher I

Teacher II

Teacher III

Teacher IV

Teacher V

Teacher VI

Teacher VII

Master Teacher I

Master Teacher II

Master Teacher III

Master Teacher IV

📥 Download Now: Teaching Load Simulator Empowers School Heads Amid SSHS Curriculum Shift 📘📊

As the Strengthened Senior High School (SSHS) Curriculum enters its pilot implementation stage, the Department of Education has taken a vital step toward supporting administrators with a practical digital solution—the Teaching Load Simulator. While much of the attention has been placed on curriculum content and classroom delivery, this new tool zooms in on something equally essential: the fair and strategic distribution of teaching assignments.

🎯 Redefining School Management Through Digital Tools

Unlike traditional scheduling templates or basic spreadsheets, the Teaching Load Simulator serves as an interactive planning assistant specifically designed for school heads. It simplifies the highly technical and time-consuming process of assigning teachers while accommodating the complex requirements of the new SSHS curriculum.

According to a DepEd Bureau of Curriculum Development memorandum, the simulator aligns with the department’s goal of making the implementation of the SSHS Curriculum smoother, more accurate, and responsive to the realities in the field. School leaders can now make data-informed decisions without second-guessing whether teacher assignments are aligned with both student needs and teacher qualifications.

💡 What Makes the SSHS Teaching Load Simulator Unique?

This isn't just another downloadable tool. It provides real-time data modeling that takes multiple inputs—like the number of sections, teacher specializations, and subject offerings—and generates a workable teaching load schedule. The tool automatically calculates the required teaching load for each subject, evaluates the number of qualified teachers needed per level, and even helps curate possible elective subjects for Grade 11, making it indispensable in managing transitional phases.

Where previous systems might overlook teacher specialization or result in imbalanced workloads, this simulator directly supports DepEd Order No. 021, s. 2023, which emphasizes teacher alignment and student achievement as central tenets of the new curriculum.

🧩 Aligning Teachers with Their Strengths

One of the most game-changing features of the Teaching Load Simulator is its ability to match learning areas with teacher qualifications. This ensures that no teacher is assigned a subject outside their field of expertise, and more importantly, it optimizes learning outcomes for students. According to research by the Southeast Asian Ministers of Education Organization (SEAMEO), students perform significantly better when instructors are teaching within their specialization.

Equally beneficial is how the simulator assists schools in selecting Grade 11 elective subjects, allowing academic programs to become more personalized and community-relevant. By using available faculty strengths and school resources as benchmarks, the tool contributes to a more efficient and adaptive SHS program.

🔗 Where to Download the Simulator

To access this essential tool, simply visit the official download page:
👉 tinyurl.com/SSHSSimulator

The site includes not only the simulator file itself but also a comprehensive user guide, offering step-by-step instructions and practical examples. Whether you’re a veteran school head or newly appointed, this resource equips you with everything you need to handle teaching load distribution confidently.

📘 Looking Ahead: A Smarter, Smoother School Year

The introduction of this Teaching Load Simulator highlights a broader shift in the education sector: an embrace of data-driven leadership tools that go beyond compliance and truly improve educational planning and delivery. In this time of transition, it’s tools like this that make sure no teacher is overworked, no student underserved, and no school left behind in the rollout of the Strengthened Senior High School Curriculum.

📥 Download Phil-IRI JHS Materials: Elevate Literacy Assessment in Junior High School 📘📊

In today's educational landscape, where literacy gaps are becoming more visible post-pandemic, teachers must be equipped with tools that are both diagnostic and instructional. One of the most powerful, yet often overlooked, tools is the Phil-IRI or Philippine Informal Reading Inventory. While widely used in elementary grades, there's an increasing shift to apply it effectively at the Junior High School (JHS) level. If you’re seeking to 📥 download Phil-IRI JHS materials, this guide not only shows you where to find them but also unpacks why they're vital in a JHS setting.

📚 Why Phil-IRI Still Matters in JHS 🔍

According to the Department of Education (DepEd), the Phil-IRI is essential in gauging a student’s actual reading comprehension level. While some might argue that JHS students should have mastered basic reading already, the ground reality says otherwise. Many learners still read below grade level, and this has been compounded by learning loss during lockdowns.

By using Phil-IRI JHS materials, educators can identify readers who are frustrated, instructional, or independent—and create targeted interventions based on that data. This is not merely testing for testing’s sake. It’s about providing equitable reading support, ensuring no learner is left behind in literacy.

📝 Beyond Assessment: Instructional Power of Phil-IRI ✨

What makes Phil-IRI especially useful in JHS is its dual function. It’s both a diagnostic tool and a springboard for reading instruction. Unlike generic assessments, Phil-IRI passages are culturally responsive and age-appropriate.

According to DepEd Memorandum No. 173, s. 2019, teachers are encouraged to use Phil-IRI results to create remedial reading programs. When Phil-IRI JHS materials are used consistently, they become part of a school-wide literacy ecosystem—helping advisers, subject teachers, and reading coordinators collaborate effectively.

These materials are also aligned with MTB-MLE (Mother Tongue-Based Multilingual Education) and the K to 12 Basic Education Curriculum, ensuring continuity and relevance.

📂 How to Download Phil-IRI JHS Materials and Use Them Efficiently 💡💾

If you want to access official copies, the DepEd Learning Resource Portal (lrmds.deped.gov.ph) is your first stop. But don’t just download and print—analyze the materials. Look into the word lists, passages, and comprehension questions to tailor them to your class profile.

Some regional offices and divisions also customize Phil-IRI JHS materials based on local linguistic and cultural contexts. According to regional issuances from DepEd CALABARZON and DepEd NCR, enhancements may include contextualized reading texts in Filipino, English, or regional languages.

Using the materials also means observing standard administration protocols—such as having proper timing, silent and oral reading observations, and comprehension checks. When done right, this turns a paper-based tool into a transformative literacy intervention.

Click here to download the Phil-IRI materials now

🔗 Trustworthy Sources and Academic Guidance 📑

To ensure you are using updated and reliable resources, refer to:

  • DepEd Memorandum No. 173, s. 2019: Guidelines on the administration of Phil-IRI.

  • DepEd Bureau of Learning Delivery (BLD) publications: Reading programs and interventions.

  • LR Portal (lrmds.deped.gov.ph): Official downloadable formats of the Phil-IRI JHS tools.

  • Regional issuances from DepEd RO III and RO IV-A: Customized Phil-IRI approaches and schedules.

Always check for the latest issuances from DepEd Central Office or your regional director for updates.

🎯 Reimagining Reading Instruction Through Phil-IRI 🔁📖

Let’s be clear—when you download Phil-IRI JHS materials, you’re not just complying with policy. You’re making a statement of commitment to learner-centered literacy. In a time where digital distractions and reading fatigue are rampant, bringing structured, research-based reading assessment back into the classroom is revolutionary.

Don’t just test—teach better. Don’t just measure—motivate more. The Phil-IRI is not about labeling readers. It's about lifting them.

🌐 Teaching Without Borders – Embracing Diversity in the Classroom Through Every Click 🖱️ | LINK Inside!

🎯 A Transformational Program: Diversity in Focus, Empowerment in Action 💡

The classroom of today must be a space where every student thrives, regardless of their background, ability, or circumstance. That's the heart behind the newest initiative from the National Educators Academy of the Philippines (NEAP), in partnership with the Resource for Educators and Academic Professionals (REAP) and Thames International Business School. Their upcoming professional development program, “Teaching Without Limits: Embracing Diversity in the Classroom,” is more than just a training—it's a movement. Delivered online via Microsoft Teams, this initiative helps educators redefine teaching through inclusion, collaboration, and resilience.

🔗 Access the LINK for participant endorsement submission here:
tinyurl.com/TWL-submission

📄 Endorsement Template LINK:
tinyurl.com/TWL-Endorsetemplate

🗓️ Six Sessions, One Mission: Building Inclusive Learning Environments 🏫

This online series runs from July to October 2025 and includes six sessions that tackle urgent themes in Filipino classrooms:

  • 12 July 2025 – Empathy and Excellence: Discover how socio-emotional learning (SEL) builds stronger relationships and boosts student performance.

  • 19 July 2025 – Every Learner Counts: Explore Universal Design for Learning (UDL) and Differentiated Instruction to ensure all students stay engaged.

  • 30 August 2025 – Combating Bullying: Equip yourself with anti-bullying strategies for physical and digital spaces.

  • 06 September 2025 – Transforming Challenges into Opportunities: Implement tailored interventions for learners with special needs.

  • 04 October 2025 – In the Face of Crisis: Learn psychosocial first aid and mental health techniques during emergencies.

  • 11 October 2025 – Building a Safer Tomorrow: Leverage community engagement for disaster preparedness and school safety.

According to UNESCO, inclusive education helps overcome barriers and builds equitable systems that benefit all learners—not just those who need accommodations.

📌 Why Teachers and Leaders Shouldn’t Miss This 🌟

This program aligns closely with the Philippine Professional Standards for Teachers (PPST), particularly in the areas of:

  • Content Knowledge and Pedagogy

  • Learning Environment

  • Diversity of Learners

  • Community Linkages

  • Professional Engagement

The following groups are highly encouraged to participate:

  • 100 teachers per region, gaining skills to address learner diversity.

  • 30 master teachers and 30 head teachers, enhancing their capacity to mentor others in inclusive practices.

  • 17 SDO supervisors, offering technical guidance in equity-based education.

📢 These roles are crucial in driving systemic change. As The World Bank asserts, investing in inclusive education leads to better learning outcomes and long-term economic benefits.

📝 How to Join: Endorsement and Email Confirmation Process 📬

Each Regional Office (RO) is allotted 177 slots, and submissions must be made via this official LINK no later than 30 June 2025:
👉 tinyurl.com/TWL-submission

To prepare your list of endorsed participants, download and fill out the editable file here:
👉 tinyurl.com/TWL-Endorsetemplate

✅ Endorsed participants will receive email confirmations five days before the first session, including the Microsoft Teams access details. Attendance in all sessions is mandatory to ensure the program’s success and measurable impact.

📞 For Questions or Technical Support

If you have additional inquiries, feel free to reach out to the NEAP Professional Development Division:
✉️ Email: neap.pdd@deped.gov.ph
📞 Landline: (02) 8715-9919
🧑‍💼 Contact Persons: Ms. Hanifa Hadji Abas or Mr. Dustin Troy Joson

📖 A Powerful Opportunity for Lifelong Learning 🎓

Inclusion isn’t a destination—it’s a mindset, a practice, and a promise. Through Teaching Without Limits, Filipino educators are stepping into their role as champions of equity, safety, and support. Let’s move toward classrooms that reflect the rich diversity of our learners—one session, one click, one teacher at a time.

As CASEL (Collaborative for Academic, Social, and Emotional Learning) has long emphasized, empathy and emotional intelligence are essential components of effective education—not just academic performance.

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