📤 Here Is the Link to Upload Your RMA Results to the DepEd NLA Portal — Follow This Updated Guide ☁️📝

The Results of the Most Recent Assessment (RMA) are a vital piece of the puzzle in measuring students' literacy and numeracy levels in basic education. These assessments help educators, school heads, and the Department of Education (DepEd) identify learning gaps and implement interventions early.

But collecting the data is only half the job. The other half — and just as important — is the timely and correct uploading of these RMA results to the official Numeracy and Literacy Assessment (NLA) Portal.

If you're in charge of your school’s RMA submission, read on. This guide will help you upload with confidence, precision, and without the risk of resubmission.

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🔗 Here Is the Official Link to the NLA Submission Portal

To begin your upload, access the DepEd-authorized portal here:
👉 Upload RMA Results to the NLA Portal

This portal is maintained by the Bureau of Learning Delivery (BLD) of DepEd, the same office responsible for implementing literacy and numeracy initiatives in line with the Basic Education Development Plan 2030.

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🧾 What You Must Upload

Your file should contain the consolidated RMA results for your school, formatted according to your division's prescribed Excel template. This typically includes:

• Learner names

• Grade level

• Individual scores in Reading and Numeracy

• Proficiency level classification

• Class and school averages

Make sure you're using the latest template provided by your Division Testing Coordinator or downloaded from your regional drive.

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📶 Before You Upload: Check These First

Before clicking that upload button, verify the following — it’ll save you time and prevent re-submissions:

• ✅ The RMA summary file is complete and final

• ✅ Your file name follows the required naming convention (e.g., Region_SchoolName_Grade_RMA.xlsx)

• ✅ File size is within upload limits (usually <10MB)

• ✅ Your computer is connected to stable internet

• ✅ You’re using a desktop or laptop, not a phone

💡 According to DepEd’s ICTS guidelines, unstable uploads often lead to corrupted files, failed submissions, or missing data on the portal.

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🖱️ How to Upload RMA Results to the NLA Portal

1. Go to the official submission link

2. Click "Choose File" and select your RMA Excel file

3. Click "Submit" and wait for the upload to complete

4. A confirmation message will appear once successful

📸 Take a screenshot of the confirmation or download the receipt (if available) for documentation. This is your official proof of submission.

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🛡️ Why This Submission Matters

Submitting RMA results isn’t just about following orders — it’s about helping the system respond better. As stated in the DepEd MATATAG Agenda, foundational learning is now a national priority. Your uploaded data plays a crucial role in:

• Tracking school-level learning recovery

• Informing teacher training and remediation efforts

• Guiding regional and national planning

In a 2023 study by UNESCO and SEAMEO INNOTECH, it was emphasized that consistent data from classroom assessments is key to building more resilient and learner-centered education systems.

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✅ Final Tip: Make Your Upload Count

Think of your submission as your school’s contribution to a data-driven educational future. The sooner and more accurately you upload your RMA results, the faster DepEd can respond with targeted interventions, programs, and support for learners in need.

📥 Download DepEd RMA Scoresheets for KS1, KS2, KS3 🧮: Empower Learning Through Data-Driven Instruction 📘

In the evolving landscape of Philippine education, accurate learner assessment has never been more essential. With the implementation of the MATATAG Curriculum and a renewed emphasis on foundational numeracy, the DepEd Rapid Math Assessment (RMA) serves as a powerful checkpoint for Filipino learners’ mathematical understanding. At the heart of this initiative are the RMA scoresheets—a set of structured, practical tools that do more than record answers. They empower teachers to interpret data and act on it.

According to DepEd Order No. 34, s. 2022, assessment should not merely evaluate learning but also support and improve instruction. This is precisely the goal of the RMA scoresheets designed for Key Stages 1, 2, and 3 (Grades 1–10)—to track mastery, identify gaps, and inform next-step teaching.

LINK IS FOUND BELOW!

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📊 Why RMA Scoresheets Matter: Beyond Numbers, Towards Learning Recovery 🛠️

In response to the learning gaps widened by the pandemic, DepEd launched the RMA as part of its Learning Recovery Program (LRP). These assessments are administered at the start of the school year and measure essential competencies from the previous grade level. The RMA scoresheets, available for Grades 1–10, are essential tools that help teachers:

• Visualize learning loss

• Pinpoint specific skills needing intervention

• Guide differentiated instruction and remediation

Instead of waiting for quarterly exams, the RMA approach allows teachers to make real-time, data-informed decisions—a shift from traditional assessment to formative, diagnostic teaching.

The scoresheets for KS1 (Grades 1–3), KS2 (Grades 4–6), and KS3 (Grades 7–10) contain detailed breakdowns of competency clusters such as number sense, measurement, geometry, and patterns. Each row in the sheet is a signal—of mastery or misconception.

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📁 How to Use the DepEd RMA Scoresheets Effectively ✅

Though downloadable as Excel files, these RMA scoresheets are more than digital forms. Each cell reflects a learner’s path. Teachers are encouraged to:

1. Color-code mastery levels (e.g., green for mastered, yellow for partial, red for non-mastery)

2. Collaboratively analyze class results to identify common weak areas

3. Use the data to group students for focused instruction

4. Re-assess later using the same tool to track growth

This formative loop makes the RMA scoresheets not just assessment documents, but instructional maps. According to the Bureau of Curriculum Development, "using data for daily instruction is central to ensuring equitable education for all learners."

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🧠 Key Benefits of the RMA Scoresheets Across Key Stages (KS1–KS3) 💡

What makes these DepEd RMA scoresheets powerful is their alignment with MELCs (Most Essential Learning Competencies) and their role in early detection of learning gaps. They allow teachers to answer vital questions:

• What skills did students miss last year?

• Which concepts need reteaching or reinforcement?

• How can we adapt our pacing to meet learners where they are?

For KS1 students, foundational numeracy like place value and operations is the focus. For KS2, there’s a greater shift to problem-solving and measurement. Meanwhile, KS3 assessments begin to incorporate algebraic thinking and critical reasoning.

This transition across stages is better managed when teachers have access to concrete, comparative data—and that’s where the RMA scoresheets truly shine.

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📎 Where to Download DepEd RMA Scoresheets for Grades 1–10 🔽

The official RMA scoresheets are available for free from your division or regional office, and often shared by schools via Google Drive links during the first few weeks of classes. You may also check DepEd Commons or authorized DepEd LMS portals. Always ensure that the files you use are based on the latest DepEd RMA templates to maintain curricular alignment and assessment validity.

CLICK HERE TO DOWNLOAD RMA SCORESHEETS FOR KS1, KS2, AND KS3

📥 Download Locator Slip & Certificate of Undertaking: Teachers May Go Home for Ancillary Tasks 🏠📝

Teachers in the Philippine public school system are not confined to their classrooms all day. Thanks to updated DepEd and Civil Service Commission (CSC) policies, they are now allowed to go home during duty hours to finish non-teaching responsibilities — as long as they follow the proper documentation process.

This setup recognizes the reality that many teacher ancillary tasks, such as checking papers, preparing lessons, or attending webinars, can be done more productively at home. But freedom comes with accountability. If a teacher chooses to leave the school premises — even to go home — they must download and accomplish two required forms: the Locator Slip and the Certificate of Undertaking.

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🏫 What Are Ancillary Tasks? Why Do They Matter? 📚

Teacher ancillary tasks refer to all duties not directly involving classroom teaching. These may include administrative work, lesson planning, online trainings, grading, and even coordinating with local offices. While not part of the standard classroom workload, these tasks are crucial to a teacher’s 8-hour workday.

According to DepEd Order No. 291, s. 2008, public school teachers are required to render six (6) hours of teaching and two (2) hours of ancillary work per day. In 2022, the Civil Service Commission issued Resolution No. 2200209, which clearly states that teachers may perform the remaining two hours either within or outside the school premises — including from home — as long as they have completed the required classroom teaching time.

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🚪 Leaving School to Work from Home: It’s Allowed 🏠

If a teacher has finished their classroom schedule and opts to go home to complete the rest of their required work hours, this is considered valid under CSC and DepEd policy. However, this flexibility must be properly documented.

Leaving school before or after teaching hours or during vacant periods to go home requires that the teacher submits either a Locator Slip or a Certificate of Undertaking, depending on the context. These forms prove that, while the teacher was not physically present on campus, they were still fulfilling their government service time.

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📝 When to Use the Locator Slip 📌

The Locator Slip is used when a teacher leaves the school during vacant hours or planning periods — for example, in between classes — and chooses to go home to continue their tasks. It shows the teacher’s purpose for leaving, destination (home), time of departure, and expected time of return (if applicable).

This form is logged in the school’s official records and must be attached to the teacher’s Daily Time Record (DTR). According to internal DepEd policies and COA audit standards, this helps ensure that no government time is wasted, and that teachers are working as required — just in a more comfortable or practical setting.

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🖊️ When to Use the Certificate of Undertaking ✍️

If a teacher finishes all their teaching duties and goes home for the rest of the day to complete work-related tasks (e.g., lesson planning, report writing), they should submit a Certificate of Undertaking.

This document is a personal attestation that the teacher performed the required ancillary tasks off-campus, specifically at home, and did so diligently and responsibly. It should include the date, time, and nature of the tasks performed.

This certificate is then submitted alongside the teacher’s DTR, serving as proof that their off-campus hours were still part of official service. As confirmed by CSC Resolution No. 2200209, this process is fully compliant — provided the DTR reflects six hours of teaching.

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📥 DOWNLOAD THE OFFICIAL DEPED FORMS 🗂️

To stay compliant and avoid salary delays or audit issues, make sure you use the official forms only. Download here:
👉 Download Locator Slip and Certificate of Undertaking

These are printable, editable, and accepted nationwide in all DepEd schools.

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🔒 A Matter of Trust, Flexibility, and Accountability

This policy change is a significant step toward empowering teachers to work efficiently — even from home — while still maintaining transparency and government accountability.

By using the Locator Slip and Certificate of Undertaking, teachers are not only following rules — they are protecting their professional integrity, their time records, and their payroll processing.

DepEd and CSC’s guidance shows a clear balance: give teachers flexibility, but ensure documentation. In this digital age, we must support the idea that quality education doesn't always have to be confined inside a building. Sometimes, great teaching starts at home — with a laptop, a lesson plan, and a cup of coffee.

📥 Download the 2025 Teacher Workload Policy Toolkit 🧑‍🏫: How DepEd is Transforming Education One Reform at a Time

In 2025, the Department of Education (DepEd) released one of its most ambitious tools yet — the Teacher Workload Policy Toolkit under the Human Resource and Organizational Development (HROD) Strand. But this isn’t just another policy document. It’s a signal of meaningful change that aims to refocus Filipino teachers on teaching, eliminate excessive administrative burden, and make room for teacher well-being and fair compensation.

Instead of simply summarizing the toolkit, this post dives into its transformative intent, showing how the reform is more than just compliance — it's a cultural shift. At its core, the DepEd Orders No. 002 and 005, s. 2024 are about protecting teachers’ time and energy, while ensuring school leaders are equipped to support real change.

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✂️ Trimming the Fat: Removing Administrative Tasks from Teachers' Plates

Teachers have long been expected to wear multiple hats: educators, clerks, counselors, even event coordinators. But this wide scope has come at a cost — burnout, lost instructional hours, and decreased student engagement. According to the World Bank’s Education Report on the Philippines, administrative overload is one of the top contributors to low teacher retention and poor academic outcomes.

Now, this toolkit directly removes administrative tasks from teachers’ workload, handing the responsibility instead to School Heads and a growing workforce of non-teaching personnel. DepEd’s clear goal is to deploy Administrative Officer II (AO II) positions to all schools by FY 2026, reaching a 1:1 ratio between admin officers and schools. This not only increases efficiency but ensures teachers are finally left to do what they were trained for — teach.

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⏱️ Clarifying the 8-Hour Workday: What Counts as Teaching and What Doesn’t

A frequent point of confusion in schools has been how the 8-hour workday should be distributed. This toolkit answers that with precision. Out of the eight hours, only a maximum of six hours is dedicated to classroom teaching, or the teaching load. The remaining two hours are for non-contact time: lesson planning, grading papers, or even preparing instructional materials.

This separation is key. As supported by UNESCO’s policy guidelines, allocating time for preparation leads to more effective instruction and better student outcomes. Furthermore, the toolkit reiterates that six hours is a ceiling, not a requirement. Teachers can and should be protected from overload unless necessary.

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💸 Teaching Overload = Teaching Compensation: Finally, a Policy with Teeth

There are times when schools face a lack of personnel or students need extra help. In such cases, teaching overload may occur. The policy allows teachers to render up to two additional hours of classroom work per day, whether through class advising, remedial instruction, or substitute teaching.

What’s revolutionary here is that this overload is compensable. Teachers must receive at least 25% additional pay for each hour of overload, processed quarterly. If funding is temporarily unavailable, Vacation Service Credits (VSC) must be given instead — ensuring no extra effort goes unrecognized.

As highlighted by the Philippine Institute for Development Studies (PIDS), compensation clarity boosts job satisfaction and decreases attrition — making this reform a long-overdue win for Filipino educators.

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🧭 The Role of School Heads: From Managers to Change Agents

This reform isn’t just about lightening teachers’ loads — it's also about strengthening school leadership. The toolkit equips School Heads with strategies, step-by-step implementation guides, and FAQ sections to ensure they understand both the intent and execution of the policy.

School leaders are now tasked with not just managing schools, but also becoming enablers of supportive environments, ensuring the well-being of teaching and non-teaching staff alike. According to DepEd’s HROD officials, these leaders are vital to aligning school operations with the vision of transformational education.

By giving School Heads the right tools, DepEd is turning them into proactive drivers of reform — a much-needed evolution in educational governance.

CLICK HERE TO DOWNLOAD TEACHER WORKLOAD POLICY TOOLKIT

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🌟 Why This Toolkit Matters: A New Chapter for Philippine Education

DepEd’s 2025 Teacher Workload Policy Toolkit is more than just a policy mandate — it is a renewed commitment to humanizing the teaching profession in the Philippines. Teachers are no longer expected to do everything. Instead, they are being empowered to focus on what truly matters: delivering quality education.

This policy sets the stage for a healthier, more focused, and more equitable public education system, where teaching is respected, leaders are supported, and learners benefit. As echoed by many education reform advocates, including those from PBEd and OECD, the future of learning depends on how we treat our teachers today.

🎓 DepEd’s New Era: Updated Requirements for Teacher VII 📘 Positions Under DO 019, s. 2025

The Department of Education (DepEd) in the Philippines continues its strong push for quality education by realigning standards with professional excellence. With the release of DepEd Order No. 019, series of 2025, aspiring and current teachers are provided with clear, elevated guidelines for career progression. Among the newly defined roles is the highly anticipated Teacher VII position—now more refined, comprehensive, and tailored to today's educational landscape.

📚 What It Takes to Be a Teacher VII (Elementary and Secondary)

The journey to becoming a Teacher VII is now more structured, ensuring that only the most competent and professionally prepared educators fill this role. This is in line with DepEd's commitment to a merit-based system that recognizes both academic credentials and field experience.

✍️ Educational Qualification: Raising the Bar for Teaching Excellence

To qualify for Teacher VII (SG 17), candidates must meet one of the following educational criteria:

• Hold a Bachelor’s Degree in Education;

• Or possess a Bachelor’s Degree in a relevant subject area or learning field, accompanied by a minimum of 18 professional education units.

This dual-path eligibility ensures flexibility for both traditional Education graduates and career-shifters, allowing the system to tap into a wider pool of qualified professionals.

As supported by Republic Act No. 10533 or the Enhanced Basic Education Act of 2013, educational reforms aim to professionalize and upgrade teacher quality—a move further reinforced by the new standards under DO 019.

🧠 Experience Matters: Fieldwork as a Foundation

According to DepEd guidelines, at least four years of teaching experience is a core requirement. This ensures that applicants for Teacher VII have substantial classroom engagement and firsthand exposure to the realities of basic education in the Philippines.

This criterion reinforces the belief, supported by research from institutions like the Philippine Normal University, that teaching mastery is forged through both theory and practice. Time spent in classrooms fosters growth in instructional competence, classroom management, and learner engagement—all essential in leading educational improvements.

📑 Training & Professional Development: Keeping Educators Future-Ready

One of the most updated and progressive features of the 2025 QS is the emphasis on continuous professional training. Eligible applicants must have undergone 32 hours of training within the last five years, in areas such as:

• Curriculum and pedagogy

• Subject specialization

• Instructional supervision

Alternatively, completion of NEAP-accredited programs designed for Career Stage II (Proficient Teacher) suffices. This reflects DepEd’s alignment with the Philippine Professional Standards for Teachers (PPST), which categorizes teacher development into career stages and provides a framework for targeted growth.

This requirement ensures that every Teacher VII candidate is not only experienced but also in step with educational trends, methodologies, and learner-centered approaches.

📜 Eligibility Requirement: Legal Backbone of the Teaching Profession

The final requirement under this new QS is eligibility through Republic Act 1080, which recognizes Licensure Examination for Teachers (LET) as sufficient proof of professional qualification.

• For elementary applicants: RA 1080 (Teacher – Elementary)

• For secondary applicants: RA 1080 (Teacher – Secondary)

This statute continues to serve as the legal foundation for teaching practice in the Philippines, affirming that only licensed professionals are entrusted with the role of educating the nation’s youth.

💡 Final Thoughts: What This Means for the Filipino Educator

The creation and refinement of the Teacher VII position underlines DepEd's mission to institutionalize excellence across all levels of basic education. These new qualifications are not merely gatekeeping mechanisms—they are structured pathways for professional growth, career satisfaction, and nation-building through education.

According to the Department of Education (2025), these updated standards reflect not just the qualifications needed for a position, but also the vision for a transformed and globally competitive Filipino educator.

As schools evolve and learners’ needs shift, it is only right that the people at the helm of education are those equipped with knowledge, experience, training, and integrity—all of which are hallmarks of the newly-defined Teacher VII.

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

📚✨ A New Era for Educators: Understanding the Revised DepEd Teacher VI Qualification Standards 🏫🖋️

The Department of Education (DepEd) has once again taken a progressive step forward with DepEd Order No. 019, s. 2025, a pivotal directive that updates the qualification standards for key teaching and leadership positions in Philippine public schools. Among the highlights is the clarification and enhancement of the criteria for the Teacher VI position, both in the elementary and secondary levels. This significant move not only raises the bar for educational excellence but also ensures alignment with global best practices in teacher professional development.

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🧩 What’s New in DepEd Order No. 019, s. 2025?

Unlike previous orders, this latest issuance reflects a major shift in recognizing both academic background and career progression. The creation of new levels such as Teacher IV to VII and Master Teacher V aligns with the Philippine Professional Standards for Teachers (PPST), offering a structured ladder for upward mobility based on merit, competence, and continuous growth.

For Teacher VI (SG 16) positions, the requirements are clearly spelled out, emphasizing a strong educational foundation, relevant classroom experience, targeted professional training, and proper eligibility.

According to the DepEd Order:

• A Bachelor’s degree in Education, or any relevant bachelor's degree with at least 18 professional education units, is essential.

• A minimum of four (4) years of teaching experience is required, underscoring the importance of classroom immersion and practical expertise.

• Applicants must complete 24 hours of training focused on curriculum, pedagogy, subject specialization, or instructional supervision — all within the last five years. These may also be substituted by the completion of a NEAP-requisite professional development program for Career Stage II (Proficient Teacher).

• And finally, eligibility under RA 1080, specifically for teachers in the elementary or secondary levels, remains non-negotiable.

This ensures that every Teacher VI embodies not just knowledge and experience, but a continuous commitment to excellence. As stated by DepEd in its official release, these updated standards are meant to “strengthen the teaching profession and provide clearer career progression.”

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🧠 Why These Standards Matter in Today’s Educational Landscape

Today’s classrooms are vastly different from what they were a decade ago. With the rise of digital tools, differentiated learning, and global benchmarks, teachers are expected to be more than knowledge transmitters — they are facilitators, innovators, and lifelong learners.

The revised qualification standards respond to these changing dynamics. They foster an environment where teachers are motivated to upgrade their competencies, and where promotions are based on objective, transparent criteria. According to the Civil Service Commission (CSC), alignment with Career Progression and Specialization frameworks ensures that educators are equipped for both leadership and specialist tracks in the profession.

Moreover, this elevation in requirements supports the goals of the MATATAG agenda, the government’s flagship educational reform plan, which emphasizes quality, equity, and teacher welfare.

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📈 Building a Career Path that Honors Growth and Dedication

The introduction of new teacher levels (Teacher IV to VII and Master Teacher V) and the adjustments to existing positions symbolize more than administrative restructuring. It is a long-overdue recognition of teacher excellence, a reward for years of dedicated service, and a pathway toward leadership in schools and beyond.

Educators aiming for the Teacher VI rank now have a clear map: solid academic qualifications, substantial classroom experience, verified training hours, and professional eligibility. This promotes a merit-based progression system that values both competence and commitment.

As noted by education policy analysts from the Philippine Normal University, such structural reforms are critical in “attracting and retaining high-performing teachers in the public education system.” It also opens doors for teachers to become mentors, curriculum designers, or even instructional leaders.

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💡 Final Thoughts: Embracing the Challenge, Empowering the Profession

The amended standards for Teacher VI and other positions serve not as hurdles, but as milestones of growth. Teachers are no longer expected to merely maintain their roles; they are encouraged to evolve, to lead, and to transform the learning spaces they nurture.

With clear expectations and structured career progression, DepEd Order No. 019, s. 2025 marks a defining chapter in the professionalization of Philippine educators. It sets the tone for a future-ready, learner-centered education system that places teacher quality at the heart of nation-building.

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

📚 New Horizons for Educators: Understanding the DepEd 2025 Teacher V Qualifications 🌟

In a bold and future-forward move, the Department of Education (DepEd) has officially released DepEd Order No. 019, s. 2025, a pivotal document that redefines the qualification standards for teaching positions across public schools in the Philippines. This issuance not only updates the long-standing standards for Teacher I to III, Master Teacher I to IV, and School Principal I to IV roles but also introduces fresh guidelines for the newly created Teacher IV to VII and Master Teacher V positions. This monumental shift opens up significant career opportunities, especially for those aiming to ascend the teaching ranks under the career progression framework.

🏆 A Major Leap: Teacher V Position Now Standardized for Progress 🌱

Among the most anticipated inclusions is the Teacher V position, which has been eagerly awaited by thousands of career teachers looking for advancement within the Department of Education’s career progression system. According to DepEd Order No. 019, s. 2025, the Teacher V role, available for both elementary and secondary educators, is now officially situated at Salary Grade 15, providing both recognition and financial uplift to deserving teachers.

This role is not just about increased pay — it signifies professional growth, leadership in instruction, and continued commitment to high-quality education delivery. It also aligns with the Philippine Professional Standards for Teachers (PPST), particularly the expectations under Career Stage II – Proficient Teacher, reinforcing the value of continuous teacher development.

🎓 Required Credentials: Education and Eligibility Explained 🔍

To qualify for the Teacher V position, candidates must meet specific and updated requirements. The educational background accepted includes:

• A Bachelor's degree in Education, or

• A Bachelor’s degree in a relevant subject area (e.g., English, Math, Science) with a minimum of 18 professional education units.

This requirement recognizes that many competent educators may come from non-education fields but have invested in education units to professionally shift into teaching roles — a welcome acknowledgment of cross-disciplinary expertise.

As stipulated, the eligibility requirement remains RA 1080, which refers to having passed the Licensure Examination for Teachers (LET), reaffirming professional accountability and teaching competence in both elementary and secondary levels.

⏳ Experience and Training: Raising the Bar with Clearer Expectations 🔧

To meet the experience requirement, an applicant must present three years of teaching experience, ensuring that those applying have already demonstrated practical effectiveness in the classroom setting.

In terms of professional development, candidates must complete 24 hours of relevant training within the last five years. This can include any of the following areas:

• Curriculum development

• Pedagogical innovation

• Subject specialization

Alternatively, completion of a NEAP-requisite professional development program aligned with Career Stage II can satisfy the training requirement. According to the National Educators Academy of the Philippines (NEAP), these programs are designed to elevate instructional quality and enhance learner outcomes, making them a cornerstone of the new standards.

This emphasis on ongoing training and capacity building reflects DepEd’s broader aim of cultivating educators who are not only academically qualified but also pedagogically empowered.

💼 Why the Upgrade Matters: Career Pathways in Public Education 🚀

The integration of Teacher V into the qualification hierarchy plays a pivotal role in addressing the long-stagnant career progression dilemma that many educators face. As stated by DepEd Undersecretary Gina O. Gonong in a recent policy dialogue, the lack of upward mobility has historically dampened teacher morale and retention in public schools.

With career stages now more clearly defined, and progression no longer limited to administrative paths (like becoming a principal), more educators can aim for higher positions while continuing to focus on classroom teaching — a model that echoes global best practices from countries like Singapore and Finland, where teacher career ladders are anchored in pedagogical leadership, not just administrative promotion.

This reform also supports the Magna Carta for Public School Teachers, which advocates for the professionalization and dignity of the teaching profession.

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🌐 Final Thoughts: A New Era for Filipino Teachers 🕊️

The release of DepEd Order No. 019, s. 2025 heralds a transformative phase in Philippine education. It recognizes that teacher growth is inseparable from student success. By upgrading standards and expanding career levels like Teacher V, DepEd is not only fostering excellence in public education but also honoring the tireless work of Filipino educators across the country.

As noted by UNESCO, continuous professional development and clear career pathways are critical components of teacher retention and instructional quality. This policy shift aligns well with global recommendations and situates the Philippine education system on a progressive track.

For those in the teaching profession, now is the time to review your qualifications, enroll in accredited training programs, and prepare for the next level of your teaching career. The journey to Teacher V is no longer a distant goal — it's a present opportunity.

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